Elementary Vocal and General Music Curriculum Framework Overview

Prince George’s County Public Schools Upper Marlboro, Maryland 20772 June 2006

PGIN#: 7690-3468

BOARD OF EDUCATION OF PRINCE GEORGE’S COUNTY, MARYLAND
Beatrice P. Tignor, Ed.D., Chair Howard W Stone, Jr., Vice Chair John R. Bailer, Member Abby L. W. Crowley, Ed.D., Member Charlene M. Dukes, Ed.D., Member Robert O. Duncan, Member Jose R. Morales, Member Judy G. Mickens- Murray, Member Dean Sirjue, Member Leslie Hall, Student Board Member Dr. John E. Deasy, Ph. D, Chief Executive Officer

Shelley Jallow, Chief Academic Officer Patricia Miller, Director of Curriculum and Instruction Gladys Whitehead, Ph.D., Coordinating Supervisor, Academic Programs Anita Lambert, Supervisor of Vocal/General Music, K-12

Acknowledgements: The following individuals were responsible for the development of this document: Wayne Brookover, Carolyn Brown, Dara Case, Lynette Truske, and Kathy Wesley.

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Table of Contents
Overview of the Elementary Music Curriculum Guide SECTION I – Curriculum Framework and Pacing Guide for Elementary Vocal and General Music VSC Overview and Scope and Sequence for Music Long Range Planning and Pacing Guides SECTION II – Guidelines and Recommendations for Elementary Vocal and General Music Teachers Assessment Strategies and Grading Students Guidelines for Incorporating Students with Special Needs Guidelines for Itinerant Teachers of Music Guidelines for Incorporating Multicultural Music Guidelines for the Use of Religious Music Recommended Resources and Equipment Guidelines for Integrating Music and Technology Suggested Repertoire Lists – Pre-K to 6th Grade Chorus SECTION III - Instructional Activities for Elementary Vocal and General Music Musical Concepts and Skill Development Rhythm Activities Melody/Harmony Activities Form Activities Tone Color Activities Music In Relation to People and Other Arts Music Careers SECTION IV - Sample Lessons for Elementary Vocal and General Music Instruction Guidelines for teaching Pre-Kindergarten Music Pre-Kindergarten Lessons and Activities Guidelines for Recommended Music Activities in Primary Grades Kindergarten Lessons and Activities First Grade Lessons and Activities Second Grade Lessons and Activities Third Grade Lessons and Activities Guidelines for Recommended Music Activities in Intermediate Grades Fourth Grade Lessons and Activities Fifth Grade Lessons and Activities Guidelines for Teaching Sixth Grade Using the Middle School Model Sixth Grade Lessons and Activities Appendix 2 4 5 18 26 27 30 32 33 34 35 36 39 43 46 47 48 63 71 75 81 102 107 108 109 113 115 129 148 168 194 196 218 236 237 269

OVERVIEW
The Vocal and General Music Program of Instruction provides all students with appropriate resources and experiences to develop positive attitudes and sensitivities toward music. Through the implementation of sequential musical skills and concepts students will develop an understanding of the intrinsic value of music and its relationship to diverse cultures, traditions, values and beliefs. The Program is also designed to foster enjoyment and appreciation of music beyond the limits of classroom instruction. Overview of the Music Guide The Elementary Vocal and General Music Guide is designed to assist teachers with music instruction in Pre - Kindergarten through Grade Six. The guide is in alignment with the Maryland Music Voluntary State Curriculum as well as the Scope and Sequence of musical concepts for Prince George’s Public Schools. It is divided into four sections. Section I – Curriculum Framework and Pacing Guide for Elementary Vocal and General Music An “Overview of the Voluntary School Curriculum” has been included in this section. The overview explains the connection between the approved Scope and Sequence and the Draft Voluntary State Curriculum for the state of Maryland. Section I also contains the Vocal and General Music Scope and Sequence for Prince George’s County Public Schools. The format has been changed so that the Scope and Sequence is presented with all the expectancies and indicators for a given grade level on the same page so that teachers may look at all the outcomes for a grade level. The Voluntary State Curriculum has not been included due to the fact that at this time it is still in draft form. Long range planning and pacing guides follow the Scope and Sequence. With the limited amount of available instructional time, it is recommended that music teachers use long range planning and regular monitoring through the use of a pacing guide in order to cover the scope of the music program, contained in the indicators. Each pacing guide represents the concepts that must be covered for each grade level. However, teacher discretion may be used in relation to which concepts are taught per quarter. Section II – Guidelines and Recommendations for Elementary Vocal and General Music Teachers Assessment of students in the music program must be done based on specific criteria as indicated in the Scope and Sequence. There is no room for grades based on personality or behavior. Participation following specific criteria is a valid assessment tool. Music is a performance-based discipline and a student’s participation is often the only way to assess the mastery of skills. Guidelines for assessing students are part of this section of the guide. There are guidelines to assist with a number of other aspects of the job of the vocal and general music teacher including incorporating students with special needs, itinerant teachers’ needs, incorporating multicultural music, recommended resources and equipment, as well as guidelines for integrating music and technology. A suggested repertoire for each grade level is included. There may be many different opinions of what should be included on this list so this is not included with the intention that it is mandated but more to provide a guide as to appropriate song literature for each grade level. Chorus ideas are also included in this section of the guide. Intermediate students may elect to audition for chorus. Suggestions for scheduling and managing the Chorus in the school are provided. Chorus students have the opportunity on the County level to participate in the Elementary Honors Chorus. Selected students, who successfully complete the required auditions, receive extended opportunities to sing and participate in concerts with other ensembles throughout the county; and to perform at the John F. Kennedy Center for the Performing Arts.

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Section III – Instructional Activities for Elementary Vocal and General Music A variety of activities for teaching the indicators in the Scope and Sequence are given here. This section of the guide is divided into three parts based on the outcomes: musical concepts and skill development, music in relation to people and other arts, and music careers. These items are not presented in any intended sequence nor are they intended to be a complete lesson in this section of the guide. However any of the activities may be developed into a complete lesson by the music teacher with attention to the needs of the students in their individual building as well as resources and equipment that is available. Section IV – Sample Lesson for Elementary Vocal and General Music Instruction The elementary music teacher is responsible for the instruction of children of a variety of different ages from Pre-Kindergarten to Grade 6 in some buildings. This eight year span contains a wide range of developmental stages for children. With that in mind, this section contains guidelines for working with students of different age levels and information on their development stages as well as what is appropriate for their music instruction. Sample lesson plans have also been included and can be used as a model for lesson plan development for music teachers. These lessons are merely suggestions and not intended to be the complete curriculum for any grade level nor are they intended to be required lessons. Appendix The final section of the document contains the Maryland State Department of Education Music Glossary from the Voluntary State Curriculum. A list of professional organizations for music teachers can also be found in this section.

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SECTION I Curriculum Framework and Pacing Guide for Elementary Vocal and General Music Curriculum Framework Overview – Elementary Vocal and General Music .Prince George’s County Public Schools 4 .

click search. I recommend that every teacher read the math and reading documents for the grade levels that they teach. It was done backwards (beginning with the highest grade) so that a hierarchy of skills could be evidenced in the document.mdk12. with expectancies as a subdivision under each of the outcomes. since every principal in every school is mandating that every teacher of every subject must support reading and math skills. Who wrote it? Representatives from 24 of the districts across the state of Maryland served on writing teams. The music document is found. (Some are still in draft form. under “Arts. There were four teams of writers. then type in the box “Maryland Voluntary State Curriculum” and click on the first hit. It had four outcomes. In our county. four. followed by sixth and seventh. both internally and externally.” The writers tried to protect the integrity of those original documents. Maryland now has VSC for all subjects that are taught in grades pre-K through grade 8.”) Why was it written? (1) (2) (3) to provide consistency across each county in the state of Maryland to provide a structure of support for new teachers to provide an exemplary curriculum for all students in Maryland What is the format? It is written in chart form. and five.” written back in the mid to late 80’s.org/instruction/curriculum/ (The easiest way to get to the document quickly is through Blackboard OR go to your internet home site. the scope and sequence (now called the Curriculum Framework Progress Guide) was created to align our curriculum with the MLO’s. What is in it? It includes information merged from the “Maryland Essential Learner Outcomes. and finally pre-K.VSC Overview What is the VSC? It stands for Voluntary State Curriculum. then grades three. There were some additions. but ALL are available online at http://www. and aligns them with the “Maryland Assessment Program. so much of the original information was “re-worked” into the new format and with the new titles that were mandated by the state. K.Prince George’s County Public Schools 5 . and indicators as a subdivision under each of the expectancies. It takes you right to the page where ALL of the VSC documents are available for ALL subjects. so that teacher can read it two ways: (1) horizontally for teachers who want to see the development of concepts across the grade levels (2) vertically for teachers who want to view all concepts taught within one grade level This format was mandated by the MD State Dept. Eighth grade was written first. and titles were changed for purposes of consistency with all of the VSC documents for all subjects taught: Curriculum Framework Overview – Elementary Vocal and General Music . MUCH OF THE ORIGINAL WRITING WAS KEPT. of course. It was edited many times.” Objectives were not entered into the document unless they were “assessable. grade one and two. of Education.

the focus is on writing VSC for grades 9-12. so that teachers can narrow their focus. Middle and elementary teachers have been living with MSPAP (now MSA) for years. Every objective is measurable. The indicators provide the next level of specificity.) Curriculum Framework Overview – Elementary Vocal and General Music . NCLB has now forced accountability on state assessments all the way to the high school level. The objectives provide the specific learning that should occur. (No objectives could go into the document unless they were measurable!) What are the implications for music teachers? Coming soon to a neighborhood near you: assessment in the arts! (Right now. the content standards are broad. measurable statements about what students should know and be able to do.Prince George’s County Public Schools 6 . with this year’s ninth grade class being the first group that must pass the HSA in order to graduate.[Scope and Sequence] [VSC] Used to be called: Now is called: Outcome Content Standard Expectancies Indicators Indicators Objectives In all of the VSC documents.

listen to two versions of the same piece and identify them as same or different. demonstrate mechanics of reading from left to right OUTCOME II: HISTORICAL. respond to steady beat through locomotor and non-locomotor movement 2. 1. Expectancies/indicators A. 1. and counting D. Develop the ability to respond to musical sound through movement. explore a range of classroom instruments such as wood blocks. 1. guiros. creative dramatics. perform songs and dances from a variety of historical periods and world cultures. and the visual arts 2. Develop knowledge of a variety of musical styles and genres. listen for repeated patterns in music 3. A. 1. PERFORMING. Recognize music as a form of individual and cultural expression. sing songs that use the voice in a variety of ways 2. Develop the ability to improvise music. Develop a perspective of music’s role in human history. explore music used in daily living 2. Describe the characteristics of musical sound. apply. and respond to music. speaking. Recognize the uses of music in everyday life and related careers. speaking and singing C. perform. Develop the ability to compose and arrange music. sing from memory 15 songs appropriate to this age level 3. identify musical contrasts such as fast/slow. 1. A. maracas. use the voice to improvise animal and environmental sounds B. use body percussion to create sound patterns OUTCOME IV: AESTHETIC CRITICISM: Develop the ability to make aesthetic judgments. 1. 1. listen to a variety of short musical examples (vocal and instrumental) B. experiment with sound patterns through exploration of classroom instruments 2. jingle bells. investigate various vocal timbres through whispering. such as lullabies 2. spatial relationships. triangles. playing classroom instruments. 1.Prince George’s County Curriculum Framework for Elementary Vocal and General Music PRE . Develop the knowledge. Develop a comprehension of the relationships of music to the other fine arts. skills. discuss ways people make music Curriculum Framework Overview – Elementary Vocal and General Music . notating and performing music. and communicate criteria for evaluating individual performance and creative efforts. dance. including some connected to general classroom studies C. 1. and sensitivity to evaluate musical compositions and performances. AND RESPONDING . 1. short/long. and movement 4.KINDERGARTEN OUTCOME I: PERCEIVING. holidays and seasons in a variety of cultures B. high/low and loud/soft B. explore the steady beat through singing.Prince George’s County Public Schools 7 . and tambourines 2. evaluate music performed in class using whole group response strategies OUTCOME V: CAREER DEVELOPMENT: Demonstrate knowledge of music careers and career clusters. 1. explore the use of pictorial representations for sound 2. explore creative expression through music. listen for simple directions or verbal cues in singing games D. sing songs representative of different activities.AESTHETIC EDUCATION: Demonstrate the ability to perceive. A. OUTCOME III: CREATIVE EXPRESSION AND PRODUCTION: Develop the ability to creatively organize musical ideas and sounds. 1. explore a rich repertoire of music representing its roles in the lives of people. participate in music activities that emphasize alphabet recognition. Develop the ability to formulate. 1. CULTURAL AND SOCIAL CONTEXTS: Develop an understanding of music as an essential aspect of history and human experience. A. cymbals. sand blocks. rhythm sticks. such as a vocal version and a strictly instrumental version. Develop competence in reading. Develop the skills required for the performance of music.

Develop a comprehension of the relationships of music to the other fine arts. A. 1. 1. short/long. A. running. A. apply. holidays and seasons B. Develop the ability to improvise music. Develop the skills required for the performance of music. list various places where music can be heard Curriculum Framework Overview – Elementary Vocal and General Music . and sensitivity to evaluate musical compositions and performances. speaking and singing C. and respond to music. A. sing and interpret several songs representative of different activities. CULTURAL AND SOCIAL CONTEXTS: Develop an understanding of music as an essential aspect of history and human experience. Develop competence in reading. notating and performing music. relate movements such as. clap and sing short rhythmic and melodic phrases 2. 1. AND RESPONDING . 1. Describe the characteristics of musical sound. Recognize the uses of music in everyday life and related careers. props and costumes D. Develop the ability to compose and arrange music. 1. Develop the ability to formulate. high/low and loud/soft B. Develop a perspective of music’s role in human history. 1. evaluate music performed in class using whole group response strategies OUTCOME V: CAREER DEVELOPMENT: Demonstrate knowledge of music careers and career clusters. 1. demonstrate the steady beat playing classroom instruments 4. investigate various vocal timbres through whispering. identify simple formal characteristics in music such as same/different and whole/part 2. Recognize music as a form of individual and cultural expression. 1. Develop the knowledge. investigate sound production using voices. bending and stretching to musical sounds 2. and communicate criteria for evaluating individual performance and creative efforts. 1. perform singing games D. sing from memory 15 songs appropriate to this age level 3. 1. Develop knowledge of a variety of musical styles and genres. interpret sounds in music using shapes and pictures OUTCOME II: HISTORICAL. 1. and other objects that make sound B. 1. skills. walking. describe how singing is different than playing instruments OUTCOME III: CREATIVE EXPRESSION AND PRODUCTION: Develop the ability to creatively organize musical ideas and sounds.Prince George’s County Curriculum Framework for Elementary Vocal and General Music KINDERGARTEN OUTCOME I: PERCEIVING.AESTHETIC EDUCATION: Demonstrate the ability to perceive. 1. skipping. dramatize stories of familiar songs using scenery. identify musical contrasts such as fast/slow. turning. demonstrate appropriate audience behavior such as listening attentively and giving appropriate applause B. perform. classroom instruments. Expectancies/indicators A. PERFORMING. explain briefly the historical context of selected songs C. accompany songs and stories using student selected instruments and sounds OUTCOME IV: AESTHETIC CRITICISM: Develop the ability to make aesthetic judgments.Prince George’s County Public Schools 8 . Develop the ability to respond to musical sound through movement.

1. skills. perform. and communicate criteria for evaluating individual performance and creative efforts. find the strong and weak beat pattern in duple meter 2. explain briefly the historical context of selected songs from various cultures C. Develop competence in reading. ensemble. Develop knowledge of a variety of musical styles and genres. 1. and sensitivity to evaluate musical compositions and performances. 1. create an ostinato by clapping. sing simple “sol-mi” patterns using hand signs 2. Recognize music as a form of individual and cultural expression. A. and patschen simple rhythm patterns to accompany recorded music and familiar songs D. ensemble. stamping. 1.Prince George’s County Public Schools 9 . investigate differences between solo and ensemble performances OUTCOME III: CREATIVE EXPRESSION AND PRODUCTION: Develop the ability to creatively organize musical ideas and sounds. read and perform simple rhythmic and melodic notation using quarter and eighth notes and rests 2. A. 1. Develop a comprehension of the relationships of music to the other fine arts. Develop a perspective of music’s role in human history. identify and perform music with a variety of tempi and dynamics 3. 1. improvise four beat rhythm ostinato B. and whole class performances B. Develop the ability to respond to musical sound through movement. Describe the characteristics of musical sound. vary familiar songs through changes in tempi and dynamics OUTCOME IV: AESTHETIC CRITICISM: Develop the ability to make aesthetic judgments. determine criteria to develop an age appropriate scoring tool for evaluating solo. dramatize and pantomime songs using movement D. notating and performing music. sing familiar songs in an ensemble C. A.Prince George’s County Curriculum Framework for Elementary Vocal and General Music FIRST GRADE OUTCOME I: PERCEIVING. identify the different voices of males and females as well as children B. 1. 1. Develop the skills required for the performance of music. apply. read and sing “sol-mi” patterns as notated on the music staff OUTCOME II: HISTORICAL. and whole class performances OUTCOME V: CAREER DEVELOPMENT: Demonstrate knowledge of music careers and career clusters. 1. PERFORMING. sing and interpret several songs representative of different countries and cultures B. Develop the ability to formulate. examine various jobs involving music Curriculum Framework Overview – Elementary Vocal and General Music . Develop the ability to compose and arrange music. Develop the knowledge.AESTHETIC EDUCATION: Demonstrate the ability to perceive. 1. Expectancies/indicators A. implement an age appropriate scoring tool for evaluating solo. 1. Develop the ability to improvise music. A. recognize musical contrasts such as unaccompanied melody/melody with accompaniment 3. AND RESPONDING . write new verses to familiar songs 2. 1. and respond to music. CULTURAL AND SOCIAL CONTEXTS: Develop an understanding of music as an essential aspect of history and human experience. Recognize the uses of music in everyday life and related careers 1.

Expectancies/indicators A. Develop a comprehension of the relationships of music to the other fine arts. Develop the skills required for the performance of music. examine ways in which music is a part of each student’s life and the lives of children around the world B. and rondo OUTCOME IV: AESTHETIC CRITICISM: Develop the ability to make aesthetic judgments. A. compare widely contrasting styles. 1. Develop the ability to improvise music. Develop the ability to compose and arrange music. relate body movements to tempo. identify sound patterns in simple forms such as AB. find the strong and weak beat patterns in duple and triple meter 2. sing and play classroom instruments in an ensemble using music from various cultures C. sing simple “sol-mi-la” patterns using hand signs 3. and sensitivity to evaluate musical compositions and performances. A. listen to and express opinions about recorded musical performances. notating and performing music. identify and sing. melody with ostinato. A. both audio and video Curriculum Framework Overview – Elementary Vocal and General Music . 1. such as marches and lullabies OUTCOME III: CREATIVE EXPRESSION AND PRODUCTION: Develop the ability to creatively organize musical ideas and sounds. apply. 1. perform simple ostinato patterns to accompany songs using classroom rhythm and melody instruments 2.AESTHETIC EDUCATION: Demonstrate the ability to perceive. Describe the characteristics of musical sound. melodic direction. ABA. 1. identify ways of improving a musical performance B. 1. improvise simple rhythmic and melodic phrases B. Develop competence in reading. PERFORMING. and rondo B. and respond to music. rhythmic and melodic patterns. describe unaccompanied melody (a capella). Develop knowledge of a variety of musical styles and genres. melodic direction and like/unlike phrases of songs from various cultures 2. Recognize music as a form of individual and cultural expression. and melody with harmonic accompaniment in music from various cultures using appropriate musical terms 3. relate musical sounds to visual art identifying repetition and contrast D. perform. Develop the knowledge. 1.Prince George’s County Public Schools 10 . 1. 1. CULTURAL AND SOCIAL CONTEXTS: Develop an understanding of music as an essential aspect of history and human experience. 1. AND RESPONDING . arrange given musical ideas (excerpts) to create musical forms such as AB. construct perspectives from listening to different styles of music from various cultures C. read and sing “sol-mi-la” patterns as notated on the music staff OUTCOME II: HISTORICAL. and communicate criteria for evaluating individual performance and creative efforts. 1. 1. Develop a perspective of music’s role in human history. Develop the ability to respond to musical sound through movement. Develop the ability to formulate. repetition and contrast D. A.Prince George’s County Curriculum Framework for Elementary Vocal and General Music SECOND GRADE OUTCOME I: PERCEIVING. evaluate the effectiveness and quality of individual contributions to the class musical performance OUTCOME V: CAREER DEVELOPMENT: Demonstrate knowledge of music careers and career clusters. skills. ABA. Recognize the uses of music in everyday life and related careers 1. from written notation. 1.

improvise simple rhythmic and pentatonic ostinati to accompany familiar songs B.Prince George’s County Public Schools 11 . explain preferences for songs to sing. 1. and communicate criteria for evaluating individual performance and creative efforts. interpret music in free and patterned forms in various meters using body movements D. 1. Develop the ability to improvise music. 1. 1. A. decrescendo and accent using appropriate musical terms 3. identify sound patterns in phrases (call and response. Develop competence in reading.AESTHETIC EDUCATION: Demonstrate the ability to perceive. echo) B. Develop a comprehension of the relationships of music to the other fine arts. A. sequence the events in a musical drama D. perform. A. experience a live performance outside the school setting and compare to recorded performances. construct support for individual interests in different styles and kinds of music OUTCOME V: CAREER DEVELOPMENT: Demonstrate knowledge of music careers and career clusters. dynamics. Develop a perspective of music’s role in human history. Expectancies/indicators A. compare the music for various groups of people as a part of everyday life B. and meter using musical terms 2. perform a rhythmic ostinato while singing familiar songs 2. 1. define tempo. both audio and video Curriculum Framework Overview – Elementary Vocal and General Music . Recognize music as a form of individual and cultural expression. Describe the characteristics of musical sound. 1. 1. 1. 1. A. sing a variety of western and non-western folk and composed songs including those in other languages 2. 1. select and play instruments to match the mood of extra musical ideas OUTCOME IV: AESTHETIC CRITICISM: Develop the ability to make aesthetic judgments. 1. describe characteristics of music such as crescendo. and respond to music. Develop the knowledge. construct perspectives from listening to western instrumental music from various historical periods C. maintain tempo and pitch while singing familiar rounds 3. AND RESPONDING . Develop the ability to compose and arrange music.Prince George’s County Curriculum Framework for Elementary Vocal and General Music THIRD GRADE OUTCOME I: PERCEIVING. Develop knowledge of a variety of musical styles and genres. and sensitivity to evaluate musical compositions and performances. instruments to play. music for listening and related activities B. sing and play classroom instruments in an ensemble matching dynamic levels C. Develop the ability to respond to musical sound through movement. read and sing “mi-re-do” patterns in various keys as notated on music staff OUTCOME II: HISTORICAL. Recognize the uses of music in everyday life and related careers. 1. read and perform simple rhythmic and melodic notation including half notes 2. Develop the ability to formulate. listen to orchestral music which features string and woodwind instruments to introduce classification terms: chordophones and aerophones OUTCOME III: CREATIVE EXPRESSION AND PRODUCTION: Develop the ability to creatively organize musical ideas and sounds. Develop the skills required for the performance of music. apply. 1. notating and performing music. CULTURAL AND SOCIAL CONTEXTS: Develop an understanding of music as an essential aspect of history and human experience. skills. sing simple melodic patterns containing “do” and “re” using hand signs 4. PERFORMING.

1. 1. patriotic songs. and sensitivity to evaluate musical compositions and performances. PERFORMING. A. identify the main theme of a recorded selection. 1. Curriculum Framework Overview – Elementary Vocal and General Music . D. C. read and perform simple rhythmic and melodic notation including the whole note 2.Prince George’s County Curriculum Framework for Elementary Vocal and General Music FOURTH GRADE A. B. improvise pentatonic melodies on keyboard instruments Develop the ability to compose and arrange music. compare timbre in music to color in visual art Develop knowledge of a variety of musical styles and genres. Develop the ability to improvise music. relate music in two beat and four beat meter to patterned body movements 2. and respond to music. B. folksongs. A. OUTCOME I: PERCEIVING. examine the use of musical elements and perform music using the style reflective of that culture Develop a perspective of music’s role in human history. aerophones. AND RESPONDING . describe tone color and methods of sound production of orchestral. evaluate individual performances for the reflection of cultural authenticity B.e.AESTHETIC EDUCATION: Demonstrate the ability to perceive. 1. 1.. and demonstrate an understanding of AB. perform. and idiophones OUTCOME III: CREATIVE EXPRESSION AND PRODUCTION: Develop the ability to creatively organize musical ideas and sounds. compose and perform music using simple rhythmic notation for classroom percussion instruments OUTCOME IV: AESTHETIC CRITICISM: Develop the ability to make aesthetic judgments. band and related folk instruments using sound classification terms (i. skills. sing simple melodic patterns containing high “do” and low “sol” and “la” using hand signs 3. 1. membranophones. D. and communicate criteria for evaluating individual performance and creative efforts. sing and summarize the historical context of early American music such as spirituals. 1. C.Prince George’s County Public Schools 12 . responding to conducting cues Develop the ability to respond to musical sound through movement. Recognize music as a form of individual and cultural expression. Develop the knowledge. sing and play classroom instruments in an ensemble. B. perform music with appropriate expression as indicated by the written score OUTCOME II: HISTORICAL. summarize ways in which people from diverse cultures enjoy performing and creating music Develop the ability to formulate. apply.. 1. identify and sing octaves as notated on the treble staff 3. notating and performing music. 1. Expectancies/indicators Describe the characteristics of musical sound. ABA and rondo forms 2. interpret a song using standard sign language Develop competence in reading. and Native American music 2. 1. perform simple melodic ostinati to accompany songs 2. describe how music reflects traditions in various cultures 2. 1.) Develop the skills required for the performance of music. A. listen to orchestral compositions which emphasize brass and percussion instruments and classify using the terms: aerophones. CULTURAL AND SOCIAL CONTEXTS: Develop an understanding of music as an essential aspect of history and human experience. 1. perform children’s game songs from various historical periods and cultures Develop a comprehension of the relationships of music to the other fine arts.

Prince George’s County Curriculum Framework for Elementary Vocal and General Music OUTCOME V: CAREER DEVELOPMENT: Demonstrate knowledge of music careers and career clusters. A.Prince George’s County Public Schools 13 . identify the ways in which elementary music instruction provides preparation for a career in music Curriculum Framework Overview – Elementary Vocal and General Music . Recognize the uses of music in everyday life and related careers 1.

perform appropriate dances to accompany traditional folk music Develop competence in reading. proper tempo. name. 1. 1. 1. and respond to music. and sensitivity to evaluate musical compositions and performances. sing. apply. and appropriate expression Develop the ability to formulate. Develop the knowledge. Curriculum Framework Overview – Elementary Vocal and General Music . 1. B. B. dynamic. listen to musical compositions and identify selections which emphasize various instrumental ensembles and/or chorus OUTCOME III: CREATIVE EXPRESSION AND PRODUCTION: Develop the ability to creatively organize musical ideas and sounds. relate music in three beat meter to patterned body movements 2. perform. determine the characteristics of a good performance such as singing or playing in tune. played and sung in class 2. CULTURAL AND SOCIAL CONTEXTS: Develop an understanding of music as an essential aspect of history and human experience. 1.Prince George’s County Public Schools 14 . A. and articulation (staccato and legato) terminology to music heard. 1. identify patterns in music and relate them to patterns in visual art Develop knowledge of a variety of musical styles and genres. PERFORMING.. B. 1. A. compose and perform music using simple melodic notation for classroom instruments OUTCOME IV: AESTHETIC CRITICISM: Develop the ability to make aesthetic judgments. such as chorus 4. and communicate criteria for evaluating individual performance and creative efforts. Recognize music as a form of individual and cultural expression. write. simple melodic patterns containing “fa” and “ti” using hand signs 2. and play intervals and relate them to song material OUTCOME II: HISTORICAL. skills. D. C. band and related folk instruments using sound classification terms (i. and perform music in duple and triple meter including dotted half notes 2. 1. AND RESPONDING . B. 1. apply standard tempo. C. sing songs in major and minor tonalities 3. 1. identify and write the letter names of all lines and spaces on the treble clef 3.. notating and performing music. read.) Develop the skills required for the performance of music.AESTHETIC EDUCATION: Demonstrate the ability to perceive. sing simple partner and two-part songs using a two staff system Develop the ability to respond to musical sound through movement. 1. Expectancies/indicators Describe the characteristics of musical sound. identify sections of music (A. improvise vocally using various forms such as call and response and question and answer Develop the ability to compose and arrange music.Prince George’s County Curriculum Framework for Elementary Vocal and General Music FIFTH GRADE A. A.e. improvise simple accompaniments and counter melodies using the voice and other instruments 2. Develop the ability to improvise music. sing. C) from the written score 4. D. aerophones. compare the uses of music in western and non-western cultures 2. interpret in writing an understanding of the relationship between music and events in United States history Develop a comprehension of the relationships of music to the other fine arts. OUTCOME I: PERCEIVING. describe tone color and methods of sound production of orchestral. demonstrate and define responsibilities that are a part of singing in an ensemble. identify musical abilities which give personal satisfaction B. 1. determine how lyrics of songs reflect the culture and history of various people Develop a perspective of music’s role in human history.

analyze a professional musician’s portfolio for similarities to that of the class’ Curriculum Framework Overview – Elementary Vocal and General Music . etc. Recognize the uses of music in everyday life and related careers 1.Prince George’s County Curriculum Framework for Elementary Vocal and General Music OUTCOME V: CAREER DEVELOPMENT: Demonstrate knowledge of music careers and career clusters. 2. examples of student work and compositions. A.Prince George’s County Public Schools 15 . compile a music portfolio including items such as recordings of whole class performances (audio and video).

identify scale patterns. such as African. B. select and play classroom instruments that are appropriate to the non-western music being studied Develop a comprehension of the relationships of music to the other fine arts. 1. read and play a harmonic classroom instrument using standard chord symbols OUTCOME II: HISTORICAL. 1. polyphonic and homophonic texture 4. OUTCOME I: PERCEIVING. construct and apply criteria of good musical performances to individual achievements B. relate styles in music to styles in visual art 2. B. analyze musical selections for the use of syncopation and blues notes 3. C. Develop the knowledge. 1. 1. relate the ways in which music of various cultures. compare folk music to other forms of artistic expression in western and non-western cultures Develop knowledge of a variety of musical styles and genres. 1. European. 1. A. examine music which is unique to students’ cultural heritage 2. and communicate criteria for evaluating individual performance and creative efforts.Prince George’s County Curriculum Framework for Elementary Vocal and General Music SIXTH GRADE A. 1. write compositions in complex forms such as fugue and theme and variations 2. A. 1. influenced the development of musical styles in the United States Develop a perspective of music’s role in human history. 1. compare dissimilar performances of the same work discussing differences in interpretation and preferences Develop the ability to formulate. CULTURAL AND SOCIAL CONTEXTS: Develop an understanding of music as an essential aspect of history and human experience. AND RESPONDING . B.e. C. compare the use of music and the roles of musicians in our culture and those in selected non-western cultures 2. 1. A. perform. compose and arrange descants for familiar melodies OUTCOME IV: AESTHETIC CRITICISM: Develop the ability to make aesthetic judgments. and respond to music. blend vocal timbres in an ensemble such as chorus Develop the ability to respond to musical sound through movement.Prince George’s County Public Schools 16 . identify aurally a repertoire of diverse vocal and instrumental compositions written by exemplary composers OUTCOME III: CREATIVE EXPRESSION AND PRODUCTION: Develop the ability to creatively organize musical ideas and sounds. sing and play melodies and descants to accompany songs 2. perform dance steps to accompany a variety of songs and musical selections from different cultures Develop competence in reading. conduct music in compound meter 2. chordophones and electronophones) Develop the skills required for the performance of music. tone centers and solfege syllables in the major and minor modes 2. skills. PERFORMING. transpose a simple melody 4. describe the tone color and methods of sound production for the piano and electronic instruments using sound classification terms (i. Recognize music as a form of individual and cultural expression. investigate the use of electronic instruments and equipment in the making of music Develop the ability to compose and arrange music. perform and compare examples of monophonic. and sensitivity to evaluate musical compositions and performances. write simple rhythmic and melodic patterns from dictation 3. 1. apply.AESTHETIC EDUCATION: Demonstrate the ability to perceive. Curriculum Framework Overview – Elementary Vocal and General Music . read and perform simple rhythmic notation including sixteenth notes 2. 1. Expectancies/indicators Describe the characteristics of musical sound. D. and Latin American. Develop the ability to improvise music. notating and performing music. D.

examine the role of technology in various music careers Curriculum Framework Overview – Elementary Vocal and General Music . Recognize the uses of music in everyday life and related careers 1.Prince George’s County Curriculum Framework for Elementary Vocal and General Music OUTCOME V: CAREER DEVELOPMENT: Demonstrate knowledge of music careers and career clusters.Prince George’s County Public Schools 17 . examine several music career choices and discuss the skills and experiences needed 2. A.

D. 2 IV. 2 II. 1 II. 3 I. The S stands for an assessment of the skill development of this indicator. 3 II. B. B. B. C. D. SP P P P Explore classroom instruments Sing songs from memory Sing different types of songs Explore creative expression I. A. 1 I. D. C. 2 I. A. B. 2 Type of Assessment C S SP SP SP Type of Assessment C SP C CP SP CS Second Quarter Identify musical contrasts: fast/slow Sing songs that use the voice in different ways Explore steady beat Listen and compare two different versions of same music Use pictures for sound Scope & Sequence Indicator I. Curriculum Framework Overview – Elementary Vocal and General Music . The assessment suggestions are meant to be a guide as to the type of assessment the teacher may use to determine mastery of the concept. C. 2 II. B. A. A. 1 Scope & Sequence Indicator I. A. 1 II. 1 III. 3 I. A. B. B. 1 C P CP Sing songs that reinforce classroom concepts Listen to variety of musical examples Evaluate performances II. A.Kindergarten Pacing Guide Guiding question: What is music? Goal: First experiences with music Type of Assessment C C SP CS CS Type of Assessment C C SP SP CP CS First Quarter Explore ways people make music Identify musical contrasts: quiet/loud Explore steady beat Investigate voices: whispering. A. 1 I. C. A. 1. 1 Professional judgment and an analysis of students' skills and needs should be used to determine in what quarter specific indicators may be taught. 3 I. singing Use voice to improvise animal and environmental sounds Scope & Sequence Indicator V. 2 II. A.Long Range Planning and Pacing Guides Pre . 1 I. However this pacing guide contains all indicators for the grade level and they all should be addressed at some point in the Pre . B. B. 1 III. A. 4 III. skill or appropriate participation. 1. 2. 1 I. speaking.Prince George’s County Public Schools 18 .Kindergarten year. 1 IV. B. A. 2 Scope & Sequence Indicator I. 3 I. 1 III. C. 1 I. The C stands for an assessment of the conceptual knowledge of this indicator. 3 I. The P stands for a criterion based assessment of the participation level of this indicator. A. 1 Third Quarter Listen for repeated patterns Identify musical contrasts: high/low Respond to steady beat Listen for directions and cues in games Explore music in daily life Use body percussion for patterns Fourth Quarter Identify musical contrasts: short/long Respond to steady beat Demonstrate mechanics of reading left to right Explore music in daily life Listen and compare two different versions of same music Experiment with sound patterns Ongoing objectives which should be addressed frequently through the year. B.

A. A. 1 Professional judgment and an analysis of students' skills and needs should be used to determine in what quarter specific indicators may be taught. 1 I. The assessment suggestions are meant to be a guide as to the type of assessment the teacher may use to determine mastery of the concept. The P stands for a criterion based assessment of the participation level of this indicator. III. 2 I. skill or appropriate participation. B. costumes. Type of Assessment C C CS CS Type of Assessment C S SP SP CS First Quarter List various places where music is heard Identify musical contrasts: fast/slow & quite/loud Investigate voices: whispering.A. 1 Type of Assessment C S SP SP Type of Assessment C S SP SP SP Second Quarter Identify same/different Perform the steady beat Demonstrate appropriate audience behavior Use voices and instruments to accompany stories Scope & Sequence Indicator I. B. 1 Scope & Sequence Indicator I. A. and scenery Investigate voices and instruments Fourth Quarter Identify whole and part Sing melodic phrases Perform the steady beat using instruments Dramatize stories of songs using props. P P SP C Sing songs from memory Relate movement to musical sounds Play singing games Interpret sounds in music using shapes and pictures I. B. B. A.Long Range Planning and Pacing Guides Kindergarten Pacing Guide Guiding question: What is music? Goal: Exposure to beginning musical experiences. 3 II. 1 II. B. C. A. 1 Third Quarter Identify musical contrasts: high/low Clap rhythmic phrases Perform the steady beat using instruments Dramatize stories of songs using props. 3 IV. 1 P C CP Sing different types of songs Explain historical context of songs Evaluate performances II. Curriculum Framework Overview – Elementary Vocal and General Music . B. B. The C stands for an assessment of the conceptual knowledge of this indicator. costumes.Prince George’s County Public Schools 19 . 1 IV. 2 I. 1 I.D. A. and scenery Demonstrate appropriate audience behavior Ongoing objectives which should be addressed frequently through the year. 1 III. B. 1 I. 1 I.1. However this pacing guide contains all indicators for the grade level and they all should be addressed at some point in the Kindergarten year. The S stands for an assessment of the skill development of this indicator. 3 II. 1 I. A. A. singing Describe difference between singing and playing Scope & Sequence Indicator V. speaking. 1 I. 1 IV. B. 4 II. D. C. 2 I. 1 III. C. B. C. A. 2 I.1 Scope & Sequence Indicator I.

C. CS P P Demonstrate dynamics and tempo Perform appropriately in an ensemble Evaluate performances I.B. III.1.2 I. The P stands for a criterion based assessment of the participation level of this indicator. 1. B. The assessment suggestions are meant to be a guide as to the type of assessment the teacher may use to determine mastery of the concept.A.1 P CP P Perform music from different cultures Explain historical context of music Examine jobs in music II. B. B. III. B. 1 Scope & Sequence Indicator I. 1 Third Quarter Read and sing with hand signs-Sol-Mi Create and perform rhythm patterns Read and play rhythm with quarter note and rest. D.1 Read and play melodic rhythm with quarter note and rest. C. C. eighth note Dramatize music Scope & Sequence Indicator Read and sing with handsigns-Sol-Mi I.1. 1.A.1 Professional judgment and an analysis of students' skills and needs should be used to determine in what quarter specific indicators may be taught.A.Long Range Planning and Pacing Guides First Grade Pacing Guide Guiding question: What do I need to be able to do and know to be a musician? Goal: Develop musical skills and understandings. 2 III. skill or appropriate participation. III. B. D. 1 Fourth Quarter Ongoing objectives which should be addressed frequently through the year. 2 V.1 I. However this pacing guide contains all indicators for the grade level and they all should be addressed at some point in the first grade year. 3 IV. 1 Find strong and weak beat in duple meter I.2 I. C. 3 II. 1 II. The S stands for an assessment of the skill development of this indicator.B.D. Curriculum Framework Overview – Elementary Vocal and General Music . 1 I. A. 1 II. D. B.A. 1 Create new verses III. A. A. The C stands for an assessment of the conceptual knowledge of this indicator. Type of Assessment CP CP P Type of Assessment CS CS CS P First Quarter Recognize and evaluate solo and ensemble singing Recognize male & female voices Dramatize music Scope & Sequence Indicator II. 1 Type of Assessment CS C P Type of Assessment S CS C C P Second Quarter Read and play quarter note and rest Recognize accompaniment/unaccompanied music Create new verses Scope & Sequence Indicator I.2 Create and perform rhythm patterns I. A.1.A. eighth note I. IV.1.Prince George’s County Public Schools 20 . A.1 I.2. D. D.

A.Prince George’s County Public Schools 21 . A. A.2 Type of Assessment CS CS C CS SP Type of Assessment CS CS SP CS Second Quarter Read and perform melodic direction Read and perform sol. 2 Third Quarter Recognize and perform simple forms: AB/ABA and rondo Create & perform rhythm patterns in duple meter with ta & rest Improvise rhythmic phrases Read and perform sol. However this pacing guide contains all indicators for the grade level and they all should be addressed at some point in the second grade year. III. B. The C stands for an assessment of the conceptual knowledge of this indicator. B.A.C. 1. 1 V. B. 2. The assessment suggestions are meant to be a guide as to the type of assessment the teacher may use to determine mastery of the concept. A. C. Improvise rhythmic phrases Scope & Sequence Indicator I. D. A.3. and la Fourth Quarter Recognize and perform music in triple meter Recognize and perform contrasting phrases Improvise melodic and rhythmic patterns Read and perform melody patterns using sol. A. 1 Professional judgment and an analysis of students' skills and needs should be used to determine in what quarter specific indicators may be taught.2 I. and la Ongoing objectives which should be addressed frequently through the year. A. D. 1 I. 1 II.1. 2. mi. The S stands for an assessment of the skill development of this indicator. mi. 1.1 I. 1 I.B. 1 III. mi. D. 1 Scope & Sequence Indicator I. D. D. 1 II.Long Range Planning and Pacing Guides Second Grade Pacing Guide Guiding question: What do I need to be able to do and know to be a part of an ensemble? Goal: Develop and refine musical skills and understandings. 1 III. 1 I. D. C.1 I. 1 I. 1 Scope & Sequence Indicator I. D.C. 1 I. 1. 1 III.1. Curriculum Framework Overview – Elementary Vocal and General Music .B. 1. B. A. A. C. 2 I.D. Type of Assessment SP C CS P SP Type of Assessment CS CS SP CS First Quarter Perform the beat in tempo Recognize strong and weak beat in duple meter Read and perform rhythm patterns with quarter notes and rests Perform music in different styles. C. 1 II. B. 3 IV. different accompaniments Recognize and perform contrasting phrases Improvise melodic phrases Scope & Sequence Indicator I.1 III. 1 P CP P Compare music of children from different cultures Construct perspectives from different styles of music Demonstrate the music and art connection . C. B. A. B.repetition and contrast II. and la Recognize solo and ensemble. 2. The P stands for a criterion based assessment of the participation level of this indicator. skill or appropriate participation. P P P Perform appropriately in an ensemble Evaluate performances Express opinions about performances I. 1.

2. eighth note Maintain tempo while singing Perform music using patterned forms in duple meter Improvise rhythm patterns in duple meter Historical/cultural focus: beat games from various cultures Scope & Sequence Indicator I. 4 I. The C stands for an assessment of the conceptual knowledge of this indicator. 4 Type of Assessment SP CS CS C P Second Quarter Perform dynamics appropriately in an ensemble Read and perform sol. 3. 1 V.1 C P P Listen to and classify string and wind ensembles II. 1 Express and support personal preferences IV. mi. 1 I. 1 I. B. 2. A. The P stands for a criterion based assessment of the participation level of this indicator. re. 2 I. A. B.1 Professional judgment and an analysis of students' skills and needs should be used to determine in what quarter specific indicators may be taught. B. A. B. B. art. B. and do Read. C. Type of Assessment S CS P CS P First Quarter Sing while performing rhythm patterns Read and perform quarter note & rest. write and perform pentatonic melodies Read and perform rhythmic & melodic notation Perform folk dances in patterned forms Compare different types of performances Historical/cultural focus: dances from various cultures Scope & Sequence Indicator I. A. B.sequence events II. and perform melodic patterns Compare different types of performances Select and play instruments to match mood Historical/cultural focus: holiday songs from various cultures Scope & Sequence Indicator I.1. The assessment suggestions are meant to be a guide as to the type of assessment the teacher may use to determine mastery of the concept. C. 1. D. 1 V.Prince George’s County Public Schools 22 . 1. 1 Improvise pentatonic ostinato Historical/cultural focus: songs in different phrase forms from various cultures Type of Assessment CS CS S C Fourth Quarter Read. skill or appropriate participation.A. A Perform music using patterned forms in triple meter I. D. 2 Type of Assessment CS S S S Scope & Sequence Third Quarter Indicator Recognize and perform music with contrasting phrases I. D. However this pacing guide contains all indicators for the grade level and they all should be addressed at some point in the third grade year. D. A. 1. & literature connection . la. C. C. B. 1 Perform music in harmony I. 3. 1 III. A. 4 II. B. D.1. 2 I. 3.A. C P CP Define musical terms Perform appropriately in an ensemble Compare music from different cultures I. 1 Ongoing objectives which should be addressed frequently through the year. 2 I. The S stands for an assessment of the skill development of this indicator. II. Curriculum Framework Overview – Elementary Vocal and General Music . B. 2 Demonstrate the music.Long Range Planning and Pacing Guides Third Grade Pacing Guide Guiding question: How do we talk about the music we are doing in an ensemble? Goal: Communicate using music language developed and defined through experiences with children’s games. 4 III. 1 I. 1 I. 1 I. D. notate. A. B.

A. 1 II. D. 3 I. B. and Rondo form Classify orchestra instruments Perform children's games from history Historical/cultural focus: African Americans during slavery Scope & Sequence Indicator I.2. 1 I. D. B. D. A. The assessment suggestions are meant to be a guide as to the type of assessment the teacher may use to determine mastery of the concept. B. B. C. and perform rhythms in duple meter Compose and perform rhythms Historical/cultural focus: Musical Elements Scope & Sequence Indicator I. However this pacing guide contains all indicators for the grade level and they all should be addressed at some point in the fourth grade year. 1 Type of Assessment CS SP SP Second Quarter Read and perform pentatonic melody patterns Perform melody patterns with octaves Perform melodic improvisation Historical/cultural focus: Cowboys and Native American Scope & Sequence Indicator I.D. II. 1 Professional judgment and an analysis of students' skills and needs should be used to determine in what quarter specific indicators may be taught. 2 II. 23 Curriculum Framework Overview – Elementary Vocal and General Music . 2 Ongoing objectives which should be addressed frequently through the year. 3 IV. B. 1 CP CP C P Describe how music reflects traditions in different cultures Examine and perform the musical elements in music of other cultures Summarize the historical context of early American music Demonstrate the music and art connection II. C. playing. The S stands for an assessment of the skill development of this indicator. 2 III. B. 1 Type of Assessment CSP CS SP Third Quarter Perform music in AB. 2. P P CP P Perform appropriately in an ensemble following conductor Perform music with appropriate expression from written score Evaluate performances for cultural authenticity Identify how music in schools prepares for careers I. Type of Assessment CS CS SP First Quarter Read and perform all basic rhythm notes Read.Long Range Planning and Pacing Guides Fourth Grade Pacing Guide Guiding question: How do we know about the music of kids in the past and what can we learn about them especially in Maryland? Goal: Develop music reading. A. 1 I. 1. The C stands for an assessment of the conceptual knowledge of this indicator. 1 III. C. and composing using music of children from the past especially in Maryland. D. 2 Type of Assessment CSP SP SP Fourth Quarter Read and perform melody patterns with octaves Perform a song using sign language Perform children's games from history Historical/cultural focus: Colonial and Patriotic music Scope & Sequence Indicator I. B. conduct. 2 I.Prince George’s County Public Schools . A. skill or appropriate participation. A. B. B. 1 V. The P stands for a criterion based assessment of the participation level of this indicator. writing. 1.1 II. 1 II. A. 1 I. 2 II.A. ABA.

However this pacing guide contains all indicators for the grade level and they all should be addressed at some point in the fifth grade year. A. D. C. 1 CS Read and perform music in duple and triple meter I. and sing all melody notes on treble staff I. 4 S Improvise vocally in various forms III. dynamics. Curriculum Framework Overview – Elementary Vocal and General Music .Prince George’s County Public Schools 24 . 4 I. 3 II. 3 Historical/cultural focus: Early American including Shakers. 1.A. B. 4 S Create an accompaniment using instruments III. B. 2 C Identify various instrumental ensembles II. D. 3 IV V P CP C P Compare music from different cultures Determine how lyrics reflect the culture and history Interpret in writing the relationship between music and history Demonstrate the music and art connection II. 1.D. Scope & Sequence Indicator CS Read. D. A. 1 Historical/cultural focus: American folk songs from different regions including sea shanteys Type of Assessment First Quarter Type of Assessment S S C C Second Quarter Perform music in harmony Perform folk dances Recognize musical forms Identify various instrumental/choral ensembles Historical/cultural focus: Native American Scope & Sequence Indicator I. C. D. A. 1 I. & leap I. 2 Read and perform music in duple and triple meter I. B.Long Range Planning and Pacing Guides Fifth Grade Pacing Guide Guiding question: What does the music say about the people and how do the people use music as their voice? Goal: Examine communities from the past to find out what the music says about the people and how the people used music as their voice. write. The assessment suggestions are meant to be a guide as to the type of assessment the teacher may use to determine mastery of the concept. 1. B.B. The S stands for an assessment of the skill development of this indicator. B. 1 II.D. The C stands for an assessment of the conceptual knowledge of this indicator. 1 II. The P stands for a criterion based assessment of the participation level of this indicator. 2 II.1 S Perform music in harmony I. and articulation Perform appropriately in an ensemble Evaluate performances Contribute positively to the creation of a portfolio of class I. C.2 Historical/cultural focus: Revolutionary War songs and Freedom Songs of the Civil Rights Movement Type of Assessment Type of Assessment C S CS C Scope & Sequence Fourth Quarter Indicator Recognize major and minor tonalities I. Pioneers and Cowboys Ongoing objectives which should be addressed frequently through the year. CS P P P Perform music using appropriate tempo. C. B. 2 CS Recognize and sing melodic intervals: step. 1 Professional judgment and an analysis of students' skills and needs should be used to determine in what quarter specific indicators may be taught. repeat. 2 I. C. D. 1 Recognize musical forms I.1 Scope & Sequence Third Quarter Indicator C Classify instruments I. A. D. skill or appropriate participation.2 Perform folk dances I. 1. skip. A.

1 I. D. D.1 IV. Type of Assessment CS C C SP CS First Quarter Read. P P P Perform appropriately in an ensemble Evaluate performances Demonstrate the music and art connection I.2 I. A. 2 II. III.1 I.A. C.B. The S stands for an assessment of the skill development of this indicator. 1 V. 1. 2 IV. 2 III. 2 Type of Assessment C C S C CSP Fourth Quarter Identify various types of sound equipment Analyze the text of contemporary music Perform music in compound meter Compare performances of same piece Portfolio for music careers Historical/cultural focus: Contemporary American Scope & Sequence Indicator III. African. 1 II. A. 2. B. 1 I. skill or appropriate participation. 1 II.1. 25 Curriculum Framework Overview – Elementary Vocal and General Music .B. Latin American Scope & Sequence Indicator I.3. III. 2. C.2 II. A. A. 1 Professional judgment and an analysis of students' skills and needs should be used to determine in what quarter specific indicators may be taught. write. A. However this pacing guide contains all indicators for the grade level and they all should be addressed at some point in the sixth grade year.Prince George’s County Public Schools . C.A. 1 V.A. B. 1 I. V.A. 2 I.A. C. D. A. The C stands for an assessment of the conceptual knowledge of this indicator. B. D. B. A.B. 1 IV. III. 1 Ongoing objectives which should be addressed frequently through the year. 2 II. A. 1 I. 1 P C CP Compare role of musicians from different cultures Examine contemporary music Examine skills and experience for music careers II. 1 II. 3 I.1. B. B. The assessment suggestions are meant to be a guide as to the type of assessment the teacher may use to determine mastery of the concept. A. and perform melody notes in scale patterns Identify patterns in major/minor scales Transpose a simple melody Create and perform music in 12 bar blues form Read and perform music with chord symbols Historical/cultural focus: American history including the blues Scope & Sequence Indicator I. I.4. The P stands for a criterion based assessment of the participation level of this indicator. A.Long Range Planning and Pacing Guides Sixth Grade Pacing Guide Guiding question: What “gifts” could different people bring to a contemporary musical ensemble? Goal: Examine the various talents among and within different contemporary ensembles from various cultures. D. 2. B. 1 Type of Assessment CS SP S P C Third Quarter Read and perform syncopation and sixteenth notes Perform polyrhythmic music with appropriate instruments Improvise a rhythm pattern in a group performance Perform dances from other cultures Compare music to other art Historical/cultural focus: Asian. 4 Type of Assessment CSP SP C C C Second Quarter Performing and recognizing harmonic texture Perform descants Classify instruments (piano and electronic) Compare performances of same piece Identify compositions by exemplary composers Historical/cultural focus: European Scope & Sequence Indicator I.

SECTION II Guidelines and Recommendations for Elementary Vocal and General Music Teachers Curriculum Framework Overview – Elementary Vocal and General Music .Prince George’s County Public Schools 26 .

Progress reports should be completed at mid-quarter for those students at risk of receiving a 2 (grade 1 and 2) or lower than a C (grades 3-6). Curriculum Framework Overview – Elementary Vocal and General Music . There is no room for grades based on personality or behavior.Excellent B .Above Average C . These letter grades are to be interpreted as follows: A . GRADES FOR STUDENTS IN GRADES 3 . Assessment Strategies and Grading Students Participation: The extent to which the student readily participates in the following music class activities: • • • • • • • Singing Playing classroom instruments Moving to music Listening to music Reading music Writing music Creating music Skill Development: The extent to which the student masters musical skills listed in the scope and sequence.Prince George’s County Public Schools 27 . Music is a performance-based discipline and a student’s participation is often the only way to assess the mastery of skills. and • participation/effort.Unsatisfactory GRADES FOR STUDENTS IN GRADES 1 AND 2: 1 2 1 2 3 satisfactory progress needs more time GRADES FOR STUDENTS IN KINDERGARTEN: mastery of skills skills are improving needs more time A check should be placed in the box on the report card when improvement is needed in the following areas: • demonstrate mastery of skills.Below Average E .Average D . Participation following specific criteria is a valid assessment tool.Guidelines and Recommendations for Elementary Vocal and General Music Teachers Assessment of students in the music program must be done based on specific criteria as indicated in the Scope and Sequence.6: It is recommended that letter grades be recorded six to eight times per grading period for each student. • demonstrates knowledge of concept. Knowledge of Musical Concepts: The extent to which the student demonstrates an understanding of the musical concepts listed in the scope and sequence.

uses the assigned notes or rhythms Fits with the other music being performed 3 Any one of the criteria is missing 2 Any two of the criteria is missing 1 Attempt is made but doesn’t fit criteria 0 No attempt Grades 3-6 Writing Activities about Music 4 Completely written with proper form and accurate historical/cultural information. D equals 1. 2 Attempt is made to answer the prompt. Mastery of Skills Performance Assessment 4 Minimal errors in performance 3 Generally accurate with several errors 2 Generally accurate in places but not able to play completely 1 Recognizable attempt 0 No attempt Criterion-based Assessment Rubric 4 Begins and ends at appropriate time.Prince George’s County Public Schools 28 . and 0 equals E. 1 Writing attempt is late.) Grades 3-6 Expressing Personal Preference about Music 4 Fully supported preference clearly stated 3 Somewhat supported preference clearly stated 2 Preference clearly stated but not supported 1 Answer attempted but inappropriate 0 No attempt Grades 3-6 Curriculum Framework Overview – Elementary Vocal and General Music . B equals 3. 3 Generally written with proper form and somewhat accurate historical/cultural information. C equals 2.Guidelines and Recommendations for Elementary Vocal and General Music Teachers SAMPLE SCORING TOOLS AND RUBRICS FOR ASSESSING INDIVIDUAL STUDENTS The numbers below refer to the four point grading scale where A equals 4. General Participation 4 Consistent and appropriate participation 3 Generally appropriate participation 2 Participation is inconsistent but appropriate 1 Participation is rare or frequently inappropriate 0 Seldom participates Performance levels These can be adjusted to fit performance activities where specific skills are being assessed. 0 No attempt (Grade drops one letter grade for missing music information.

Again. 0 No attempt Primary – grades 1 and 2 Primary students are graded using 1 and 2. A grade of 1 is the higher grade. 3 General information written in complete sentences with some capitalization and punctuation errors. 1 General information in incomplete sentences with several capitalization and punctuation errors. 2 General information in complete sentences with several capitalization and punctuation errors.Guidelines and Recommendations for Elementary Vocal and General Music Teachers Grades 3-6 Rubric for Evaluation of Music Performances 4 Specific information written in complete sentences with minimal capitalization and punctuation errors.Prince George’s County Public Schools 29 . specific criteria could be used for this assessment. Performance levels Melodic/Rhythmic Performance 1 Performs consistently with few errors 2 Performance demonstrates little understanding/skill development or no attempt was made Curriculum Framework Overview – Elementary Vocal and General Music .

• Materials may need to be developed. • Music. by its very nature. Resources • Use teacher resource books – all of the series have sections for accommodating special learners. can accommodate a variety of learning styles. science. • MENC. Let them know you care for them as a person. school psychologist. depending on your situation. history. NAMT. books and supplies may need to be adapted to enable the special child to participate and succeed – thus the importance of long range planning. etc. • Success-guaranteed activities – organize the class so that this child in particular meets with immediate success. Why Include Special Needs Children in Music? • Non-competitive • Success-guaranteed activities • Meets physical and emotional needs • Makes learning easier When Planning Music Concepts and Learning Skills • Think of co-purposes – musical and non-musical goals • Think conceptually and developmentally • Long-range planning very important • Special education techniques – token economy. until you see how the entire class and the special students respond.Prince George’s County Public Schools 30 . You may consider using this method for teaching initially. 504 plans Difference between Music for the Average and Special Child • Activities selected for class and adapted to meet special needs • Materials. Then the child is more willing to strive to learn something more difficult. • Do not underestimate the power of your relationship with your students – all of them to help you figure how a way to make it work! Working With Children Who Are Emotionally Impaired • Relationship – Acceptance very important. counselor. cooperative learning. PPW can be valuable resources. geography. abilities and needs. but not necessarily their behavior. social studies – are some of the concepts that are a part of music education. • Access your resources in the school building and system – special education teacher. contracts (class and individual). behavioral management skills.Guidelines and Recommendations for Elementary Vocal and General Music Teachers Guidelines for Incorporating the Special Needs Student in the Music Classroom How to make them feel welcome and be productive • In Prince George’s County most special needs students are included in the general music classroom. What is So Special about Music? • Music is academic – math. • Music is a social and cultural experience. professional organizations specializing in your student’s particular disability – internet. providing opportunities for fun. Curriculum Framework Overview – Elementary Vocal and General Music . use of instruments. and a chance to develop talents and strengths that may not necessarily be cultivated in the average classroom.

• Do not hesitate to share your concerns about particular students. To the extent possible free from obstructions. • Look for the student helper who will be a friend when needed • Educate yourself about the student’s needs • Adapt instruments and methods of playing – use your natural creativity. • Have a strong behavioral management system that is consistent and dependable.Guidelines and Recommendations for Elementary Vocal and General Music Teachers Emotionally Challenged Students are Challenging • Pace lesson – alternate passive and active components to help the student maintain self-control. • Watch environment.Prince George’s County Public Schools 31 . etc. barriers. accompaniments. The Physically Involved Student • Slow down!! Adjust tempo of songs. • Quality planning is very important! • Do not be afraid to try new activities. system-wide. Make sure you take the time to plan them to accommodate the needs of all learners. Summary and Resources • Include non-musical goals in plans and concepts as appropriate • Access your resources – school-wide. Certain problems may be more obvious in the music classroom. etc. Working With Children Who Are Educationally Challenged • Make tapes • Create visual and verbal cues • Take a multi-sensory approach – which is an essential component of music education • Try to consider not making all students “fit the mold” Summary • Communicate with special education staff at the beginning of the school year. • Expect anxiety and plan for it. and professional organizations Curriculum Framework Overview – Elementary Vocal and General Music . Many acting-out behaviors are coping mechanisms. Preparing the student with verbal and/or written alerts may help.

and activities. Communicate your expectations of teachers. books. • Find out early if there are any accompanying and/or performance requirements. However you keep your plan book. etc. • Organize supplies needed for warm-up. what they are doing in their classroom. CD’s. students. organize.Prince George’s County Public Schools 32 . Get to know them. parents. • Make sure they know what to expect of you. etc. ITINERANT MUST HAVE: • Class lists • Plan book – with space to write comments as needed • Stickers • Flash cards • Working CD/tape player – always secured at the school if possible • Accompaniment instrument of comfort • Large cart – exclusively for music • Sticky notes • Pad to write “to do” list • Easy and portable behavioral management plan Curriculum Framework Overview – Elementary Vocal and General Music . • Make sure you have a clear understanding of your schedule. You must have space to plan. and administration. • Use two plan books – one for A days and one for B days – especially if your grade levels are significantly different. copying machine. procedures for using equipment. and keep a file copy.Guidelines and Recommendations for Elementary Vocal and General Music Teachers Guidelines for Itinerant Teachers of Music ADMINISTRATIVE • Stay organized. keep it current. songs. PERSONAL and PROFESSIONAL • Get to know the secretaries and custodians very well. • Contact the full time music teacher. • Make sure you have a place at each school. • Share good ideas as appropriate and as much as time will allow. Put it in writing. • Let each teacher (and administrator) know what you need to be successful. worksheets. • Make sure you let your base school know your needs.

maps. music and other arts are an integral part of every aspect of the culture. including the source. • Prepared with the involvement of a culture bearer (someone raised in the culture) In many cultures. 06813 Curriculum Framework Overview – Elementary Vocal and General Music . and need to be placed in context by an insider who has the depth of knowledge necessary to increase your understanding. and most importantly respects the integrity of the culture. CT. specific locale (not identified only by continent) Original language with pronunciation. among the Navajo. when it is performed.) Biographical information about the contributor(s) including their personal comments about the selections Each piece/work should be set in cultural context. literal translation. etc.Guidelines and Recommendations for Elementary Vocal and General Music Teachers Guidelines for Incorporating Multicultural Music Look for the following in any resource to be sure that it is as authentic.Prince George’s County Public Schools 33 . the songs of the Blessingway. Historical/geographical background. accessible and practical as possible. P. (Their presentation may be assisted by a student of the culture.) • • • • • • • • • Suggestions from: World Music Press. O. and are not sung out of context without changes even by the Navajo. Beautyway and Nightway chants are the ritual. and employing authentic instrument and arrangements Games include directions No sacred (ritual. illustrations (preferably by someone from the culture) Musical transcriptions. if possible Recording of material in the collection using native singers or their long-time students. circumstances. Box 2565 Danbury. interpretation of deeper meanings Photographs. by whom. holy – this does not refer to hymns or spirituals) materials in a collection intended for casual school/community use (inappropriate in many cultures to use these drastically out of context unless the tradition is your own and you can make any necessary alterations. For example.

To include religious themes on the basis of their academic or aesthetic value.Prince George’s County Public Schools 34 . To consider the cultural population of the students and the community in the selection of music. it is an important part of a well-rounded arts education program. music or literature with religious themes if it serves a sound educational goal in the curriculum. Music teachers are dedicated to expanding the knowledge and experience of their students. To accommodate the requests of parents and students to be excused from classroom discussions or activities for religious reasons. To sing or play sacred music as part of the academic study of music. drama. MENC and the National Association of Secondary School Principals (NASSP) have offered these suggested guidelines for incorporating religious music in the public schools: • • • • • • It is generally permissible to use art. not as a vehicle for promoting religious belief. To omit sacred music from the repertoire or study of music would present an incorrect and incomplete concept of the comprehensive nature of the art”. Since religious music has an important place in the history of music as well as music in its cultural contexts.Guidelines and Recommendations for Elementary Vocal and General Music Teachers GUIDELINES FOR THE USE OF RELIGIOUS MUSIC IN PUBLIC SCHOOLS “It is the position of the Music Educators National Conference that the study of religious music is a vital and appropriate part of the total music experience in both performance and listening. To include a variety of selections (except those given by special ensembles) that includes religious music during school concerts. Curriculum Framework Overview – Elementary Vocal and General Music . MENC Ad Hoc Committee on Religious Music in the Schools Music with a sacred text or of a religious origin (particularly choral music) is a very large portion of the music literature. periods and cultures. forms. They must teach a curriculum that includes music of all styles.

QUANTITY 2 2 2 2 1 2 2 1 2 2 1 10 1 1 1 class set class set class set 8 INSTRUMENT/EQUIPMENT QUANTITY 1 1 1 1 1 1 1-5 1 1 5 8 8 2 2 8 2 8 1 5 1 2 1 1 class set class set INSTRUMENT/EQUIPMENT autoharp guitar set of temple blocks portable stereo shelf stereo system overhead projector music stands staff liner set of 3 step risers – 4 sections triangles tambourines pairs of maracas pairs of claves castenets pairs of finger cymbals guiro pairs of sand blocks large sleigh bells two tone wood blocks cowbell shakere (gourd rattle with beads) cabasa gankogui bean bags scarves soprano glockenspiels alto glockenspiels soprano xylophones alto xylophones bass xylophone soprano metallophones alto metallophones bass metallophone tympani drums.Prince George’s County Public Schools 35 . one high and one low acoustic pianos electric keyboard with MIDI compatibility sets of chromatic melody bells resonator bells. A minimum number of each is suggested. two octaves chromatic step bells soprano recorders pairs of rhythm sticks/lummi sticks jingle bells hand drums with replaceable heads Additional drums: 2 conga – small and large 2 bongo drums 1 authentic Native American drum 1 African talking drum 1 split log drum various appropriate mallets for different instruments The following instruments are recommended if additional funds are available: rainstick vibraslap clatterpillar chime tree ukelele flexatone (flexible tubing) kalimba slapstick (whip) wood ratchet Native American flute slide whistle gong train whistle Curriculum Framework Overview – Elementary Vocal and General Music . one octave diatonic resonator bells.Guidelines and Recommendations for Elementary Vocal and General Music Teachers Recommended Resources and Equipment In order to implement the elementary vocal and general music curriculum as outlined in this document it is recommended that each school acquire the musical instruments and equipment items listed below. Schools with more than one full-time vocal music teacher will certainly require additional musical instruments and equipment.

com/ o Using United Streaming . Discussion Board.blackboard. . .pdf Curriculum Framework Overview – Elementary Vocal and General Music . 1998. .pgcps.html o Discovery Educator Network: http://www.org/~mits/email/Managing%20email. and apply information efficiently and effectively.smcm.com/windows o In and Out of the Classroom: http://www.Directory of Email Lists for Musicians: http://www. Unitedstreaming: http://www.html • Communicate effectively within an electronic learning community.edu/msde-pt3/Docs/MDTchrTechStdsMTTS. and peers.pgcps. evaluate. and sound.aspx Standard II: Communication Use technology effectively and appropriately to interact electronically.MIDI Setup.microsoft.atomiclearning.html o List servers for Music Education (Email Groups) .geocities.com/education/default.Windows Tutorials. Blackboard: http://www. graphics. http://www. o Blackboard Online Support Videos. Finale Music: http://www.skally.Online Support Videos .swf o Blackboard Online Support Videos.swf o Learn About Blackboard: http://www.org/~support/blackboard. o Text and Graphics .org/~support/searching.com/ 1 Vision Statement: Department of Instructional Technology: http://www. “ 1 Support materials have been organized using the Maryland State Department of Education’s Maryland Teacher Technology Standards. Atomic Learning.html o On-Line Research Techniques.discoveryeducatornetwork.html 2 Refer to the Standards for Elaborations developed from Maryland’s Preparing Tomorrow’s Teachers to Use Technology (PT3): USDOE Catalyst Grant P342A99020: http://www.com/Vienna/1655/listhtml.com/kb/videos.2 Standard I: Information Access. Evaluation. • Use email effectively for communication with faculty. o Administrative Procedure-Information Technology Services Employee E-Mail Procedure: http://www.Prince George’s County Public Schools.com/corp/objects/images/quicktutorials/collaboration. Use technology to communicate information in a variety of formats. Processing.pdf o Managing your Mail in Outlook: http://www.unitedstreaming.pgcps.finalemusic.pgcps. .com/corp/objects/images/quicktutorials/discussionboard. http://www.org/~support/mission.Guidelines and Recommendations for Elementary Vocal and General Music Teachers GUIDELINES FOR INTEGRATING MUSIC AND TECHNOLOGY These guidelines have been created to support teachers as they integrate technology into their teaching. process.pgcps. Collaboration. United Learning.html • Use editing features to manipulate a variety of materials such as text. parents. o PGCPS Web Page and Internet Searching Electronic Learning Page: http://www.pdf o “The Ten Commandments – Netiquette”: http://www.blackboard. It corresponds closely to the Prince George’s County Department of Instructional Technology’s Vision statement whose objective is: “. To ensure that all instructional technology programs are available to support an environment in which student achievement is enhanced through a set of information age tools and skills. • Use the Internet to manage instruction and/or solve problems through research. and Application Access.org/~support/blackboard.pgcps.Prince George’s County Public Schools 36 .asp?id=ioctut o Finale NotePad .org/~mits/email/Admin%20Proc%20E-Mail%20Procedures.net/listowner/10. Blackboard: http://www.

Ethical.intel.org/~support/copyright.gradebookwizard.org/~marlton/virtual_library/webclass.htm o Digital Kids Club (Digital Device Tutorials and Instructional Ideas): http://www.com/ Curriculum Framework Overview – Elementary Vocal and General Music .com/index.pgcps.shtml#teachers • Standard III: Legal: Social and Ethical Issues Demonstrate an understanding of the legal.teacherweb.com/mag/onecomputer_music_classroom/index.pgcps. o TeacherWeb($): http://www.about.com/links3.org/~support/software.mspx o Troubleshooting LCD Displays: http://service.htm o Fair Use Guidelines: http://www.pgcps.com SchoolNotes: http://www.esc20.html • Incorporate proper copyright use in research and writing.microsoft. • Identify ethical and legal issues using technology and classroom compliance with copyright law.html Standard IV: Assessment for Administration and Instruction Use technology for instructional and school-based improvement.schoolnotes. Fair Use Guidelines.mygradebook.html o Music Safety: http://finearts. o Grade Book Power: www.org/~nwest/comp_assistance/digital_camera/index.com/dell/step/1::33732+26+37929+37999+38005:00.Acceptable Use Policy: http://www.podcaststation. and healthy environment for students.ca/priscillatheroux/developing. and Legal Issues: http://www. o A Research Guide for Students: http://www. • Grade book Software and Online Resources.asp?gclid=CO_F64vl5IUCFU NtFQodpnd3OA Creating Classroom Websites Resources.org/engauge/framewk/pro/issues/proiss.org/%7Eprocedur/1000/0700.html o Creating Podcasts: http://www. safe.Prince George’s County Public Schools 37 .pgcps. o Microsoft Desktop Publishing Software: http://desktoppub.shaw.musiceducationmadness.dell.com/education/digkids/ o PGCPS Approved Software Database: http://www.pgcps.pdf o Indicators of Social.adobe.htm Developing Web Pages: http://members. and ethical issues related to technology use.teach-nology.Guidelines and Recommendations for Elementary Vocal and General Music Teachers • o Teachers Using Weblogs: http://www.html o Making it Digital (Using Digital Cameras): http://www.com/webpages/podcastingIsEasy.htm Evaluate devices and programs for use as presentation tools.net/music/music_strategies/mus_strat_safe. and security.ncrel.com Free Teacher Web Site: http://www. o PGCPS .html Sites by Music Teachers: http://www.aresearchguide.gradekeeper.com o My Grade Book: http://www. social. o The One-Computer Music Classroom: http://metmagazine.com/od/microsoft/ o Microsoft Education: Resources: http://www.com o Grade Keeper: www.com/web_tools/web_site/ How to Create Your Own Website: http://www.com/education/projects/news/vol_05/elementary2.com/education/default.com/ o Grade Book Wizard: http://www.gradebookpower.html • Arrange classroom layout to facilitate monitoring technology within an equitable.

com/html/rpianosuite.html • Samples of Instructional/Utility Software for the Classroom o Music Ace: http://www.com/notepad/ Standard VI: Assistive Technology Understand human equity and developmental issues surrounding the use of assistive technology to enhance student learning performance and apply that understanding to practice. and assess learning experiences that incorporate use of technology in a curriculum-related instructional activity to support understanding.pgcps. o Technology Inclusion for All (TIFA): http://www. and Standards: http://blackboard.html o Finale NotePad: http://www. Behavior Assessment: etc.): http://www.html • Vocal/General Music E-organization .edu/Computing/Filemaker/filemaker4_tutorial.nbpts.learningvillage.Prince George’s County Public Schools 38 .org/ • Maryland Department of Education .pgcps.wellesley.finalemusic.com/ Standard VII: Professional Growth Develop professional practices that support continual learning and professional growth in technology.Technology Standards: http://www.org/~tifa/links.infotoday.html o COMAR Legislation: http://www. • PGCPS Professional Development Plan: http://www.ht m • Maryland Department of Education: http://www.PGCPS Vocal/General Music Curriculum Guide • Integrating Technology into Instruction: http://www.org/msde/divisions/certification/certification_branch/certification • National Board for Professional Teaching Standards: http://www.pgcps.htm o Piano Suite: http://www.pgcps.teachervision.org/~person/CertifForms/Professional%20Development%20Plan.marylandpublicschools. • Assistive Technology.Best Practices.fen.com/web_tools/materials/ • Standard V: Integrating Technology into the Curriculum and Instruction Design.htm Sharing Results.htm • Technology Strategies for Music Education: http://www.com/filemaker-6.org/MSDE/programs/technology/techstds/teacher_standards.com/educationaltechnology/music/6929. o Getting Started with FileMaker: http://www.org Curriculum Framework Overview – Elementary Vocal and General Music .org/~person/acceptcredit.org/~tifa/at.pdf • PGCPS Guidelines for Acceptable Credit: http://www.marylandpublicschools.com/products_edu.Guidelines and Recommendations for Elementary Vocal and General Music Teachers • Student Data Bases.pgcps. and/or collaboration. o Form Generators (Parent Conference Records. problem solving.teach-nology.com/MMSchools/mar00/robertson. inquiry.” http://www. Music Organization Links. implement.computer-training-software.adaysworkmusiceducation. communication.harmonicvision.html o Article: “Enabling Dreams. • Sample Technology Integration Lessons .html o File Maker Tutorials: http://www.

Kindergarten Bluebird. Four. They are provided to be a guide as to the types of appropriate song material for the given age level. Baby Head. Baby Head. Ha. Knees and Toes Hickory Dickory Dock Humpty Dumpty If You’re Happy and You Know It I’ve Been Working on the Railroad Jingle Bells Little White Duck Little Red Caboose One Potato One Two Buckle My Shoe One.Prince George’s County Public Schools 39 . This Away Head and Shoulders. Curriculum Framework Overview – Elementary Vocal and General Music . Shoulders. Knees and Toes Hokey Pokey If You’re Happy and You Know It Jingle Bells London Bridge Muffin Man One Potato One Two Buckle My Shoe Rain Rain Go Away Six Little Ducks Teddy Bear The Farmer in the Dell This Old Man Twinkle Twinkle Little Star The songs suggested here are not intended to be a definitive list. Two. Five Pop Goes the Weasel Sailor Went to Sea Teddy Bear Ten Little Angels The Farmer in the Dell Wee Willie Winkie Wheels on the Bus Kindergarten Alphabet Song Apples and Bananas Baa Baa Black Sheep Bingo Bounce High Bounce Low Clap Your Hands Eensy Weensy Spider Engine Number Nine Ha. Bluebird Daddy’s Taking Us to the Zoo Tomorrow Eensy Weensy Spider Engine Number Nine Five Little Monkeys Jumping on the Bed Head and Shoulders. Shoulders. Three.Guidelines and Recommendations for Elementary Vocal and General Music Teachers Suggested Repertoire Lists Pre .

Prince George’s County Public Schools 40 . Won’t You Sit Down? Old King Glory Old MacDonald Ring Around the Rosey Sally Go Round the Sun Santa Claus is Coming To Town Shoo Fly Skip to My Lou This Little Light of Mine When The Saints go Marching In Who Built the Ark? Yankee Doodle 2nd grade A Ram Sam Sam America American the Beautiful Button You Must Wander Charlie Over the Ocean Frere Jacques Frog Went a Courting Go In and Out the Window Go Tell Aunt Rhody Jim Along Josie Kookaburra Kum Ba Yah Li’l ‘Liza Jane Little Sally Walker Little Wheel Turning In My Heart Long Legged Sailor Mulberry Bush Old Dan Tucker Old Joe Clark Rocky Mountain There’s a Hole in the Bucket Three Blind Mice Waltzing Matilda Who’s That Tapping at the Window? The songs suggested here are not intended to be a definitive list. They are provided to be a guide as to the types of appropriate song material for the given age level. Rabbit Oh. Curriculum Framework Overview – Elementary Vocal and General Music .Guidelines and Recommendations for Elementary Vocal and General Music Teachers Suggested Repertoire Lists 1st grade A Tisket A Tasket Bluebird Bow Wow Wow Get On Board Hop Old Squirrel Hot Cross Buns I Know an Old Lady John Jacob Jingleheimer Schmidt Kye Kye Kule Little Red Caboose Lucy Locket Mr.

Susanna Old Blue Polly Wolly Doodle Sarasponda The Cat Came Back Trampin’ 4th grade Ahrirang Boatman’s Dance Cielito Lindo Colorado Trail Do. They are provided to be a guide as to the types of appropriate song material for the given age level. Lord Funga Alafia Hey. Ho! Nobody Home I Gave My Love a Cherry I Love the Mountains Joy to the World Michael Finnegan Oh Hanukkah Old Texas Rattlin’ Bog Sakura Scotland’s Burning She’ll Be Comin’ Round the Mountain Sorida Sourwood Mountain Star Spangled Banner Ta-Ra-Ra-Boom-De-Ay The Alpine Song The Goat Zum Gali Gali The songs suggested here are not intended to be a definitive list. What Can the Matter Be? Oh.Guidelines and Recommendations for Elementary Vocal and General Music Teachers Suggested Repertoire Lists 3rd grade All Night.Prince George’s County Public Schools 41 . Curriculum Framework Overview – Elementary Vocal and General Music . Dear. All Day Alouette Chatter With the Angels Crawdad Hole Dance Josie Don Gato Draw me a Bucket of Water Ezekiel Saw the Wheel Ghost of John Good News Hambone Here Comes Sally Hill an’ Gully Jingle at the Window Little David play on Your Harp Loop de Loo Mama Paquita Oh.

Sails John Kanaka Lean on Me Let There Be Peace on Earth Morning Has Broken Rocking Around the Christmas Tree Rocky Top Take Me Home Country Roads This Is My Country This Train is Bound for Glory Toembai Woke Up This Morning You’ve Got a Friend The songs suggested here are not intended to be a definitive list. Curriculum Framework Overview – Elementary Vocal and General Music .Guidelines and Recommendations for Elementary Vocal and General Music Teachers Suggested Repertoire Lists 5th grade Amazing Grace Battle Hymn of the Republic Cape Cod Chantey Cotton Joe Deck the Halls Dream of Martin Luther King Drill Ye Tarriers Erie Canal Fifty Nifty United States Follow the Drinking Gourd Go Down Moses Going to Boston Haul Away Joe Johnny Come Down to Hilo Joy to the World Lone Star Trail Night Herding Song Pay Me My Money Down Shenandoah Simple Gifts Skin and Bones State Rondo Sweet Betsy from Pike The Old Chisholm Trail We Shall Overcome 6th grade Banana Boat Song (Day-O) Camptown Races Do Do Li Dona Nobis Pacem Dry Bones Everybody Loves Saturday Night Feliz Navidad Greensleeves Hava Nagila Hello My Baby If I Had a Hammer Joe Tuner Blues John B.Prince George’s County Public Schools 42 . They are provided to be a guide as to the types of appropriate song material for the given age level.

SIZE Before recruiting begins. • Chorus should be a part of the regular six hour student day. provides opportunities for developing choral skills and concepts. The teacher through careful selection of repertoire. Growth toward these ends should be evident as young choristers gain experience. • Sing with controlled breathing. • Chorus should be scheduled with 30 minute A/B time blocks. Chorus students have the opportunity on the County level to participate in the Elementary Honors Chorus. • Chorus should not be scheduled in place of recess. which participates in concerts with other ensembles throughout the county as well as performing at the John F. SCHEDULING Because many schools have their own unique scheduling plan. ideally 50-60 voices usually result in good choral sound. it is important to establish an appropriate size for the chorus. the following guidelines will be helpful to teachers and other program facilitators in establishing appropriate time for the choral experience. A school with an enrollment of 300 students should be able to recruit 35 to 40 voices. The number of singers will depend upon the available space for rehearsals as well as the number of students the teacher feels is manageable. • Interpret a choral composition verbally and through performance. • Chorus may be limited to intermediate students. attention to instructional guidelines and by encouraging expressive singing will help children gain an understanding and appreciation for aesthetic choral singing.e. winter or Holiday. Although some schools may have interest and physical facilities for 80 or more voices. and spring) will provide motivation and encourage optimum growth throughout the school year.Guidelines and Recommendations for Elementary Vocal and General Music Teachers PURPOSE Singing in the chorus. The following guidelines are suggestions to be considered during the planning process: • Programs should be spaced to allow for adequate preparation. or instrumental music. in the same manner as the intermediate vocal music classes. The number is often determined by careful planning that involves the music teacher. it would be impossible to suggest a schedule suitable for all. However. and school community. • Sing in parts independently. PROGRAMS The number of programs and performances may vary from school to school. school staff. optimum learning. Students participating in chorus will learn to: • Sing with a freely produced tone characteristic of their age. • Sing in tune with other voices and instruments. • Sing in balance with other voices and instruments. • Sing with correct diction. • A minimum of two programs (i. unlike the general music class where singing is a tool for developing music reading skills. Intermediate students may elect to audition for chorus. • Respond appropriately to choral direction.Prince George’s County Public Schools 43 . Kennedy Center for the Performing Arts. and good teacher/student morale. physical education. Chorus Curriculum Framework Overview – Elementary Vocal and General Music . INSTRUCTIONAL OBJECTIVES The following instructional objectives are designed to assist students in achieving choral skills and musicianship. program facilitators.

the more they will sing. • This is just like any other skill. then see if two parts will work. fun. or create partner songs. ballads with lots of words) are the pieces that students will remember and will enjoy performing. groupings. SONG LITERATURE • Use the song literature as much as possible. etc.Guidelines and Recommendations for Elementary Vocal and General Music Teachers Songs for Programs WHAT TO LOOK FOR: BEGIN FROM THE BEGINNING • Begin the first day of school. use them to fill out a program if necessary. write harmony parts. rehearsal time. students will be afraid and/or unwilling to sing anything else. two or more separate parts. • Adding instruments can make a 2nd grade song into a choral performance piece.Prince George’s County Public Schools 44 . give them “small solos”. BALANCED PROGRAM • If you present too much of any one style of music. • If you do not have the voices. and probably will add to your chorus. • Songs that require work (foreign language. or students that play piano. There are pieces in the books for younger grades that are wonderful program pieces. it is never learned. • Songs that are silly. QUALITY vs. a younger class that has several songs. etc. etc. HOW TO PICK LEVELS • Look in all of the song literature. to sing a particular song in three parts. allow them to “show off”. • Do not be afraid to add instruments. QUANTITY • It is always better to present fewer songs that are performed well. Curriculum Framework Overview – Elementary Vocal and General Music . INSTANT GRATIFICATION • The more songs that children sing. Unless you use it regularly. • Call and response songs (where students sing back to you) will give you the best idea for voices. • Activate your resources! If you have a small recorder group that plays well. the more student participation you will get. • Begin in the early grades actually looking at music. Start singing songs that would be appropriate for programs. than a long program that is poorly performed. ADAPTATION • Do not be afraid to adapt songs to the needs of your group.

Use it as a warm up. adding historical information about the song. rounds. not just chorus. with fun accompaniments (or create your own).Prince George’s County Public Schools 45 . and add interest to any performance. etc. • Teach it to everyone. • These songs are easy to learn. • The carry over into chorus will be tremendous. EXPECTATIONS • Expect each year to have a different group with different abilities. This adds interest to a program. • Adjust your programs accordingly. and it may encourage your special needs children to participate. canons. • HAVE FUN!!! Curriculum Framework Overview – Elementary Vocal and General Music . composer. • Allow students to introduce pieces. or part of the musical instruction.Guidelines and Recommendations for Elementary Vocal and General Music Teachers CHALLENGING MUSIC • Begin at least one challenging piece at the beginning of the school year. EASY MUSIC • Look for partner songs.

SECTION III Instructional Activities for Elementary Vocal and General Music Curriculum Framework – Elementary Vocal and General Music .Prince George’s County Public Schools 46 .

These elements are divided into four categories: Rhythm. Form. and Tone Color.Musical Concepts and Skill Development This section of the guide contains a concept sequence which is predominantly music theory. Melody/Harmony. Definitions of the musical concepts have been included for clarity. 47 Curriculum Framework – Elementary Vocal and General Music . developing students' individual knowledge and skills with regards to specific musical elements.Prince George’s County Public Schools .

Heart Beats (Marking) a. Heart Beats (Stepping) a. 2.. p..MUSICAL CONCEPTS AND SKILL DEVELOPMENT RHYTHM ACTIVITIES BEAT: a repeating pulse that can be felt in most music A. Teacher leads students in various movements to keep the beat. Students follow a leader in keeping the pulse by hitting or rubbing plates together or against the body.. e. 269 a. This-a-Way" a. 3. "B" section . b.". LISTENING: 1." Music And You . Cut out 16 large hearts for students to step on. f. Students hold a paper plate in each hand with bottoms together. 2. b. The following actions are done on the steady beat: "Epo"-two pats on thighs. 93 a. Choose student to lead as above. C. Partners hold hands across and do a push/pull action while singing the song." STM .change words to reflect movements which can be done on the beat. 353.2.3. Using movement or instruments to keep the beat." MAY . c. Curriculum Framework – Elementary Vocal and General Music ..K.3. Choose four students to step the beat while class sings 16 beat phrase or song. 2. GAMES AND MOVEMENT: 1. p. b. Place hearts on the floor in four rows of four.Prince George’s County Public Schools 48 . p. "e"-four taps on shoulders with arms crossed over chest. "El Acitron. d. Paper Plate a." Share the Music . "tai-tai"-two claps.. Choose student to play steady beats on rhythm instrument. Spotlight on Music – K. "Epo I Tai Tai. b. Keep the beat a. p." or "Now we'll go jumping. Ha. Place four large hearts on the chalkboard. Student places magnetic sticks in boxes on each beat. "Ha. turn the sound off at intervals to test student skill in maintaining steady beat during silences.use repeated "lap-lap-clap-clap" pattern. Play recordings from several different cultures and genres of music. c. d. "Now we'll go walking. Draw a box under each. 3. T159 a. PERFORMANCE: 1. 275 a. Class sings a 16 beat song. Stone passing game from Africa. 257. "Zudie-O. B. "Obwisana. 4. A selected recording is played. Class sits and shows steady beat by clapping stamping or patschen. Stick passing game from Latin America. c. Spotlight on Music – 6. p. Glue magnetic strips onto 16 popsicle sticks. c. Laminate or cover with contact paper for durability. "A" section . b.

slows down. traveling to the next station (steady fast speed). Some students can make a tunnel for the train while the others sing the song following teacher directions for changing speed-"tempo". Transfer the tempo to a rhythm instrument. walking or running. 2. PERFORMANCE: 1. c. Unpitched instruments a. and to body movement. Have them sing the song to match the tempo of the teacher. Variation: Use two teams and take turns for points. d. arriving at the next station (decreasing speed). "tempos" you have set using the metronome. Curriculum Framework – Elementary Vocal and General Music .MUSICAL CONCEPTS AND SKILL DEVELOPMENT RHYTHM ACTIVITIES TEMPO: the speed of the beat in music A.Prince George’s County Public Schools 49 . Check for understanding of the concept by asking students to identify fast or slow. The Metronome a. and stops during the story. b. Have the students play rhythm instruments on the steady beat to accompany a listening selection. Choose students to be the train. c. b. GAMES AND MOVEMENT: 1. Explain that the beat can be fast or slow. stays the same. move around the room and create the "choo-choo" sound which speeds up. and show the class how to vary the "tempo" on the metronome. and stopping at this station while passengers get off and on. Use contrasting instrumental sounds on slow/fast sections. "Engine Engine #9" a. b. B. walking or running. Tell a story about a train leaving the station (increasing speed).

Have students decide which rhythm it matches. b. GAMES AND MOVEMENT: 1. On the first line. b. Learn the song. Curriculum Framework – Elementary Vocal and General Music . Assign students to instruments and perform it as an ensemble. EIGHTH NOTE. d. Dictation a. Teacher dictates four beat patterns using "ta" and "rest".Grade 6. The child finds the card and claps the rhythm back to the teacher. WHOLE NOTE AND REST.” c. Have students clap the rhythms for cymbals and large gong.) a. Rhythm patterns may be extended to eight beats when appropriate. Do the same with the drum rhythm. Teacher or a partner claps a four beat pattern. Practice reading the rhythm of the song and sing with the names of the rhythm notes then the real words. Notate the rhythm for these words. c. Students echo the pattern. Student echoes then writes the pattern on desk or floor with the sticks. Clap that rhythm lightly when it comes in the song.Prince George’s County Public Schools 50 . Students sit in a circle around the displayed cards. Name the Song a. Last pattern should be one that all students can clap to accompany a familiar song. 3. d. Find the Rhythm a. one group plays claves and castanets. B. The second group plays maracas on the second line. "Lion Dance #1" (This song is included in the Sample Lessons . 3. Popsicle Sticks a. HALF NOTE AND REST. c. Students immediately write the pattern on the board. 2. b. Class sight reads the rhythm and identifies song. The drum sets the tempo. DOTTED HALF NOTE): notes indicating sound and silence of various durations A. (ta ta rest) d. Teacher prepares several flash cards with four beat rhythm groupings with the rhythm notes studied. c. b. Give each student several popsicle sticks (8-10). c. b. Have students clap the rhythm that goes with the words “bow wow wow. c. (Song should include the rhythm notes studied. e. Teacher claps a rhythm and chooses a child to find the card. PERFORMANCE: 1. f. Clap the rhythm as an ostinato while singing the song. 2. Send groups of four to five students to the board. "Bow Wow Wow" (Quarter note and rest) a. f. Teacher writes rhythm of a familiar song on the board.MUSICAL CONCEPTS AND SKILL DEVELOPMENT RHYTHM ACTIVITIES RHYTHM NOTES (QUARTER NOTE AND REST. e. Clap the rhythm for the small gong. Transfer to instruments and sing the song.) b.

The teacher performs a card. Students silently show the number of the rhythm performed. Make sure cards are large enough to be seen from a distance. Variations: The teacher could say or clap the rhythms.Prince George’s County Public Schools 51 .five. The students will hide the "Magic Number" of that card behind their backs until the teacher asks "Show me your magic number.) 4. d. OR Write these on the board." The number "0" or "Big Bagel" means there is no card with that rhythm. Magic Number a. Write five rhythmic patterns on five separate cards. Curriculum Framework – Elementary Vocal and General Music . The teacher could say a rhythm that is not shown. Repeat at least four times.MUSICAL CONCEPTS AND SKILL DEVELOPMENT RHYTHM ACTIVITIES RHYTHM NOTES (cont. b. Students respond with a "zero" (make a zero with their hands). c. Assign each card a number one .

4. “Pease Porridge Hot” a. 2. Teach counting in Spanish. b. b. 2. e. Spotlight on Music . c. Spotlight on Music . p. Clap the melodic rhythm. b.93. Add fingers for numbers. Clap in order. d. Put students in two groups for the two parts of the song. On the first line. 293. Name That Tune (for primary grades) a. The names of several familiar songs are placed in a hat. Teacher claps the melodic rhythm of a familiar song. the other half steps the melodic rhythm while all sing. c. Write the rhythm of the song. "Los Pollitos. "Bate Bate Chocolate. B. b. Clap the melodic rhythm. phrase by phrase. d. Give each group a percussion instrument. Curriculum Framework – Elementary Vocal and General Music . Repeat. b. switching the tasks. c." 5. Use body percussion or an instrument to perform the melodic rhythm during the instrumental interlude.2 a. PERFORMANCE: 1. GAMES AND MOVEMENT: 1. Divide class into two teams.MUSICAL CONCEPTS AND SKILL DEVELOPMENT RHYTHM ACTIVITIES MELODIC RHYTHM: the rhythm of the words A. A good partner song with "See My Little Ducklings. "Fr'ere Jacques" a. as well as eighth note. Divide class into two groups (children and ducks) to act out the song while singing." Share the Music – K. c. Use other songs containing quarter note and rest. b. one group plays claves and castanets." Share the Music – 3. Divide class into two teams. Sing the song with the recording. Half the class keeps the beat on body or sticks. p. The second group plays maracas on the second line. 3. Name That Tune Charades (for intermediate grades) a. The teams take turns identifying the song. c.K a. The teams take turns drawing a song and clapping it for the other team. Sing the song. Have students find the word that goes with c. Assign each phrase to a group of students.Prince George’s County Public Schools 52 . "Yankee Doodle" a. b. Play the phrases in order as they sing.

snap clap pat stamp c. Extract a measure or two from a familiar poem. Have one group of students perform the ostinato while the others sing the song. b. Difficult ostinati can be made easier for children to perform if words are attached to patterns. Percussion Ostinati a. c.MUSICAL CONCEPTS AND SKILL DEVELOPMENT RHYTHM ACTIVITIES REPEATED RHYTHM PATTERN (OSTINATO): a short repeated rhythm pattern played throughout a piece or section of a piece A. “Hill an’ Gully” Horse done stumble down. 3. The above pattern is to be used with "Old Brass Wagon. Curriculum Framework – Elementary Vocal and General Music . Writing and Performing Original Ostinati a. Additional songs with suggested ostinati include: “Paw Paw Patch”: Paw Paw Patch “Rocky Mountain”: Hang your head and cry. Body Percussion Ostinato a. Listen to a selected "pop" recording. 2. Creating." d. Songs with Ostinati a. Have students perform their ostinato to the music using either body percussion or rhythm instruments. Students should write their pattern on a sentence strip. b.” The words for the pattern are "Circle to the left.Prince George’s County Public Schools 53 . chant or song and use it as an ostinato. After practicing the ostinato with the song. Have the class create their own body percussion ostinato to a familiar song. c. d. d. Notate the ostinato. 4. c. Notate the ostinati using body percussion notation. b. Divide the class and have half the students perform the ostinati while the others sing the song. PERFORMANCE: 1. “Kookaburra” Kookaburra sits. Choose an appropriate song and extract a measure or two to be used as an ostinato. Notate the ostinato for the children to see and read. Have students work with a partner and create a four to eight beat rhythmic ostinati using notes they have studied. Old Brass Wagon. transfer each of the body sounds to a different rhythm instrument. b.

Students pass a ball.MUSICAL CONCEPTS AND SKILL DEVELOPMENT RHYTHM ACTIVITIES ACCENT: a sign indicating that a note should be sung or played with more emphasis A. There will be weather Whether or not. Play while singing the song. 3's.Prince George’s County Public Schools 54 . Play the tambourines with the song. Draw a line of steady beats on the board or overhead projector using stick notation. Teacher plays steady beat patterns in 2's. 2. The student who places accent marks over the correct beats first. Transfer the pattern to percussion instruments. (Do not tell children that the egg has been boiled. d. bean bag or yarn ball on the accented beat.e. b. One person from each team comes to a tag board with several accent squares in hand. Cut several small squares and draw accent marks on each. Choose a student to place a specified number of accents under the beats of their choice. B. Draw large beats on two pieces of tag board (eight on each). earns a point for his/her team. Pass tambourines to the students. Have the class read and clap the students' composition. i. 2. LISTENING: 1. b. b. Accent Walk a. c. C. Listen to the song. b. c. Toreadors Song (A worksheet for this is included in the Sample Lesson.) 3. On accented beats students change direction.: Whether it's cold. Familiar spiritual a. Organize class in one large circle or several small ones. Rhythmic Speech a. or 4's based on the meter of the song material being used in class. d. The teacher claps the beats accenting several. The last accented pattern the teacher claps should be one to accompany a familiar song. Divide the class into two teams. GAMES AND MOVEMENT: 1. Variation: Have some students play the accents on drums while others play the steady beat on instruments that produce a contrasting sound. > > > > > > > > 3. Play the Accents a. Accented off-beats are one of the primary characteristics of African American music. Pass the Egg a. e. Have groups practice playing on beats two and four (off beats) while one student plays the steady beat on a drum. b. PERFORMANCE: 1. To increase student concentration. Have students place vocal accents on different words. Teacher plays steady beat on a hand drum while students walk freely around the room. Whether it's hot. Curriculum Framework – Elementary Vocal and General Music . Place the Accent a.) a. Listen to the song making note of the accents created by the cymbal. c. Play the accents on cymbals or paper plate “cymbals” with the recording. use a hard boiled egg. b.

d. b. Have the class perform the pattern by clapping or playing it on an instrument.DUPLE AND TRIPLE: the organization of beats and accents in recurring sets of two or four (duple) or three (triple) A. three's. states. cars. c. Parsnips Turnip Greens g. Variation: Do the same with a song in triple meter but use a six beat pattern instead. Arrange the words in groups so that they fit the chosen meter." Music and You . Use the names of cities. or four's or all of the above. 4 Example: 4 String Beans. Select different children to insert the measure lines so that the pattern is divided into the appropriate meter. Write an eight beat rhythm pattern of a familiar duple song. Sing the song. 151.14 a. etc. Spotlight on Music – 6 p. Variation: After the children feel comfortable with the process. Have each group share their creations with the total group. animals. 2. Conducting Patterns a. on the board. 3. b. Make a chart of each pattern – show the beats and arm direction. Discuss what meter is used. f.MUSICAL CONCEPTS AND SKILL DEVELOPMENT RHYTHM ACTIVITIES METER . b.Prince George’s County Public Schools 55 . Curriculum Framework – Elementary Vocal and General Music . Indicate the time signature at the beginning. Divide and Conquer a. PERFORMANCE: 1. d. as text material. Lima Beans Cauliflower Peas Celery.4 p. 4. you could do this as a small group activity. flowers. It could also be done with songs in duple meter. e. c. Note that the last beat is always in an upward direction and the first beat is always downward. Compile a list of words in the chosen category on the board. Clap the words in each measure and write the notation. d. Have the class perform their creation. or a song that will be taught that day. b. e. Category Creations a. "Sakura. Variation: The same activity could be done with Happy Birthday or the Star Spangled Banner. Have students listen to Sakura and quietly pat the beat. Play the recording again and have students quietly clap the first beat of each measure and pat the other beats. c. Have the class create a rhythmic phrase of four measures in either two's.

yeah! Have students use the text to help them memorize the words. Curriculum Framework – Elementary Vocal and General Music . Changing Meter Piece 4 a.Prince George’s County Public Schools 56 . Repeat the theme to make it eight measures.measure rhythmic phrase in 4 (B). C. (i. b. Meter Matters a. have them pat the steady beat while they sing. All students have a pair of sticks. e. Upbeat Ballet in Four’s a. Use rhythm notes the students have learned to this point. b. Have students stand up on the upbeat and sit on the downbeat. Rhythm Stick Meters a. Choose a song in duple meter. While listening to music in two’s or three’s they tap sticks together on the accent and tap the floor on the weak beats. 2. b. When students are familiar with the song. Listen to music in any meter. Write a second eight . Have students find the upbeat. assign contrasting unpitched instruments to each group.) 5. I like pizza pie I like pizza pie I like pizza I like pizza I like pizza pie. 3 c. Sing the song to determine the meter. music in three’s – group of three) 2. d. c. GAMES AND MOVEMENT: 1.MUSICAL CONCEPTS AND SKILL DEVELOPMENT RHYTHM ACTIVITIES METER (cont. “America the Beautiful” a. Have students do a body percussion pattern to determine the meter. b. Write an eight measure rhythmic phrase in 4 . When the rhythms are secure. When music stops. LISTENING: 1. Discuss the upbeat. they form groups in the meter of the song. Divide the class into three groups – A B A – and have each group perform their pattern. B. b. At the upbeat they raise their hands to emphasize the upbeat. f. Perform in ABA form.e. Use this as the first theme (A).

Variation: Do the same activity as above using popsicle sticks and string. c. Number each student one through four (representing quarter notes). Curriculum Framework – Elementary Vocal and General Music . GAMES AND MOVEMENT: 1. d. Use yarn or string about two feet long. then moves to second and third. e. Have the first and second person hold the string between them (the tie) while the students clap it. Live Pattern a.MUSICAL CONCEPTS AND SKILL DEVELOPMENT RHYTHM ACTIVITIES TIE: a musical symbol that connects two notes of the same pitch A. b.Prince George’s County Public Schools 57 . Choose four students to come up to the front of the room.

b. Identify the syncopated patterns. "The Entertainer" a. Chant the syncopation as an ostinato. Rise and Shine for "Syn-co-pah" a. p. Students march the beat in a circle while teacher is clapping four beat syncopation patterns. Row Your Boat. "Loco-Motion" Share the Music – 4. 3.) c. Syncopated Rondo a. Sing the whole song and lightly tap the syncopated parts. 2. i. 2. refrain of Skip to My Lou. (Ragtime represents the clearest fusion between African American and European music. Then verbalize it instead of clapping it. Students simultaneously clap the syncopation while stamping the beat. GAMES AND MOVEMENT: 1. Play the rhythmic pattern of different familiar songs on contrasting instruments. d. Transfer the syncopated patterns to small percussion instruments. etc. Familiar non-syncopated songs. b. 312 a. “Day-O” Share the Music – 6. b. b. p. p. 42 a. c. Ragtime was the precursor of jazz and is known as the "first black instrumental music in America. PERFORMANCE: 1. i. d.“'Liza Jane” a. Sing or play familiar songs using syncopated patterns. Are You Sleeping. C. Write four syncopated patterns on sentence strips. 2. For patterns that are not syncopated the children remain in their seats. When the class hears a syncopated pattern they "rise" when they echo the pattern.Prince George’s County Public Schools 58 . b. Discuss ragtime music. Add the song. Ex. Learn the song. 3. Listen to the recording of "The Entertainer" by Scott Joplin.MUSICAL CONCEPTS AND SKILL DEVELOPMENT RHYTHM ACTIVITIES SYNCOPATION: a type of rhythm in which stressed sounds occur between beats or on the “off beat” A. Synco-beat . B. b. HL 8. Add body percussion on steady beat while syncopation is played on another instrument. d. LISTENING: 1. Variations: When children hear a syncopated pattern they verbalize the pattern as they clap it. Spotlight on Music – 4. e. bongos. Switch parts. Have students pick out and clap the different syncopated rhythm patterns from the song.. Students will echo clap four beat syncopation patterns while marching the beat. c. conga drum. Curriculum Framework – Elementary Vocal and General Music . The B and C themes could be: 1. Arrange them in any order the class chooses to constitute the A theme.e. Say the words that match.. Have the children read and clap each one. (ti-ta-ti ta ta or syn-co-pa ta ta). Play the song again and have students clap each one with the song. Echo clap numerous patterns." Ragtime was popularized as piano music.e. c.

Creating new lyrics a. Make note of the sixteenth note rhythm. The drum sets the tempo..quarter notes.MUSICAL CONCEPTS AND SKILL DEVELOPMENT RHYTHM ACTIVITIES SIXTEENTH NOTES: the subdivision of the beat into four parts when the quarter note gets the beat A. and quarter notes . PERFORMANCE: 1.clap. i. each one uses one of the above tempi.e. Later add a third group . d. foods. Have students clap the rhythms.sixteenth notes. Assign each note value a different body sound. b. Say it in three tempi: fast . Assign students to instruments and perform it as an ensemble.triangles. c. Finally perform the song using only body percussion. b. or events. b. sports. Divide the class into two groups. and group B says it in eighth notes. sixteenth notes .hand drums. medium .) a.3 a. e. a. 4. eighth notes . Transfer the body percussion sound to contrasting rhythm instruments: sixteenth notes sticks. All students memorize the poem. slow . 2.pat. Curriculum Framework – Elementary Vocal and General Music . i. eighth notes . Encourage the students to compose new lyrics for a song using different topics such as cities. group A says it in sixteenth notes. Read this from a chart (see example-next page). "Lion Dance #2" (This music is included in the Sample Lesson.group C says it in quarter notes. Add one at a time as the song is learned.stamp. c. quarter notes . "Chicken In the Fencepost” Spotlight on Music . Have students notate the new lyrics using the sixteenth note for some part of the lyrics. 3.eighth notes.Prince George’s County Public Schools 59 . states. "Peter Pumpkin Eater" Peter Peter pumpkin eater Had a wife and couldn't keep her Put her in a pumpkin shell And there he kept her very well. b.

ie stamp O. can’t dance Jo.sie.lo Su. Curriculum Framework – Elementary Vocal and General Music .Prince George’s County Public Schools 60 . (3X) Hel.MUSICAL CONCEPTS AND SKILL DEVELOPMENT Chicken In the Fence Post clap Chicken in the pat fencepost.sie Brown.

PERFORMANCE: 1. Present a visual showing the relationship between the even eighth notes and the uneven dotted rhythms. Clap and speak the words. Divide the class into two groups half of which will pat the eighth note steady beat while the other half claps the uneven pattern. Later they could be challenged to jog the beat and clap the uneven patterns at the same time. B. Find the dotted rhythms. Clap just the dotted rhythms. p. Curriculum Framework – Elementary Vocal and General Music .6. "One.Prince George’s County Public Schools 61 . Reinforce through physical movement the relationships. e. The patting and clapping could then be transferred to unpitched instruments. c.MUSICAL CONCEPTS AND SKILL DEVELOPMENT RHYTHM ACTIVITIES DOTTED RHYTHMS: rhythm notes whose duration is extended by half the original note value A. Moving with Dotted Rhythms a. Note: A metronome can be used to help keep the beat steady if the children have difficulty maintaining an even tempo. d. GAMES AND MOVEMENT: 1. Have the class jog in place the steady beat pattern while the other half claps the uneven patterns. 226 a. c." STM . Switch parts so that all can experience the uneven pattern. Sing the song with the recording. b. b.

50. PERFORMANCE: 1. Combine the compositions of several groups to form a larger composition. a. p. "Night Herding Song. Curriculum Framework – Elementary Vocal and General Music .4. The other five beats on smaller blocks or drum.4. Place sentence strips of rhythm patterns in 6/8 meter on the board. Spotlight on Music . Add a simple melody to the rhythm composition using previously learned melody notes. The accented first beat should be played on the large block or drum. e. b. 2. Have each group select and clap or perform their pattern on rhythm instruments. Students play the steady beat on bongos or tempo blocks.Prince George’s County Public Schools 62 . c. d. Playing with 6/8 rhythm patterns a." Music and You .MUSICAL CONCEPTS AND SKILL DEVELOPMENT RHYTHM ACTIVITIES COMPOUND METER: a meter in which the beat is subdivided into groups of three A. Add a simple melody to the rhythm composition using notes already learned on the recorder.

c. low la. b. low sol. On one side write four beat melodic patterns using letter names or syllables but no notation. f. Divide class into two teams. la.Prince George’s County Public Schools 63 . B. high do. mi. b. do. Each student chooses a card and sings the pattern. d. Going Fishing a. When the student has caught a fish. mi. Students echo teacher by playing the pattern on a barred instrument. low sol. Place fish on the floor with magnetic strip side up. Choose a student to fish with pole and magnet. and ti): pitches of notes with respect to highness and lowness A. Team receiving the most points wins. e. Vary game by having students play pattern on melody instruments instead of singing. low la. string.MUSICAL CONCEPTS AND SKILL DEVELOPMENT MELODY/ HARMONY ACTIVITIES MELODY NOTES (sol. Laminate the fish and glue magnetic strips on backs. Cut out several construction paper fish. (lu) b. do. Preparation . he/she goes to the board and writes the pattern on a staff while the next student goes fishing. la. If student sings the pattern on his/her card correctly that team receives a point. 2. and a magnet in place of hook. fa. GAMES AND MOVEMENT: 1. d. Place several melody patterns using sol. PERFORMANCE: 1. re. Sing the Pattern a. Can You Play This Tune? a. Curriculum Framework – Elementary Vocal and General Music . and high do in a hat or other container. Teacher sings a four beat melodic pattern on neutral syllable. re.Make a fishing pole using a yard stick. c.

Divide the class into four groups and give each group one part to sing. (repeat) Stuff it in the turkey.3 a. Yum. Take turns until both groups have sung all parts. Everywhere!" (repeat) f. Choose a second melodic phrase to be sung as an ostinato. You may use a Hispanic language version of this melody "Buenos Dias. b." Share the Music – 6." 2. i. 3. Use the first line as an ostinato. PERFORMANCE: 1. b. Too. "Are You Sleeping?" a." (repeat) 3) "Halloween's comin'. Spotlight on Music . An easy ostinato would be the last two words. 1) "I hear sleigh bells.. (repeat) Don't eat bread. (repeat) Maybe it is Santa. d. Start with simple and/or familiar songs and extract a short phrase to be used as an ostinato. (repeat) Yum. (repeat) Rudolph.5 a." (repeat) 2) "On Thanksgiving. Yum. Use Orff instruments and experiment using open fifth E-B. b. e. Curriculum Framework – Elementary Vocal and General Music . (repeat) Trick or treaters at the door. "Tumbai. Ghosts and goblins by the score.Prince George’s County Public Schools 64 . Variation: Use "Are You Sleeping" and change the text to suit many special occasions. "Shalom Chaverim" Spotlight on Music . (repeat) Do beware. Children must be able to sing any song independently before adding a vocal ostinato.MUSICAL CONCEPTS AND SKILL DEVELOPMENT MELODY/ HARMONY ACTIVITIES REPEATED MELODIC PATTERN (OSTINATO): a short repeated melody pattern played throughout a piece or section of a piece A.e. (repeat) Loud and clear. Add the BX and AX on the pattern for support. c.

Question . They should end up facing the same direction that they started in when they finish. Chain Singing a. The teacher chooses student to improvise a balanced eight beat response (answer). d. Continue singing in like manner until the song is completed. Turning the phrases a. Teacher writes phrase for sight singing on chalkboard or chart (question). Teach a short rhythmic chant with four phrases.Prince George’s County Public Schools 65 . Teacher writes several four-beat rhythmic patterns on flash cards and selects two to form a "question. mi. d. e." b. Melodic Question – Answer a. 6. c. Students choose contrasting percussive sounds to play consecutive phrases. and la. Variation: Transfer to melodic notation. half performs "answer". switch. b. c. i. c. b. c." c. Mix and Match a. Half the class performs "question". 5. These questions and answers can then be played on bells or other melodic instruments. 4.e.MUSICAL CONCEPTS AND SKILL DEVELOPMENT MELODY/ HARMONY ACTIVITIES PHRASING (RHYTHMIC/MELODIC): segments of music that are complete thoughts or ideas A. Variation: Teacher sings a melodic phrase using melody notes they have learned so far. draw the phrases and turn at the end of each phrase. PERFORMANCE: 1. b. Have groups of students sing a phrase from the song. Student sings an answer using sol. The teacher claps an eight beat pattern (question). 2. The cards are randomly placed on the floor or a large table and teacher announces the two songs. Have students walk the beat in place and draw the phrases. Identify the phrases for a familiar song. Students choose two patterns to create an "answer" to the teacher's "question. Have students walk the beat in place. d. Echo Clapping a. Acka Backa.Answer a. Identify the phrases and show by drawing phrase lines in the air. Students read phrase and create an answer using previously learned rhythms and syllables. Teacher chooses two known songs and writes the rhythmic phrases on sentence strips. The students must arrange the phrases in order. 3. b. b. Curriculum Framework – Elementary Vocal and General Music .

4. Leave out F and B (“flies” and “bumblebees”). b. Teacher dictates a given pattern in C pentatonic. b. PERFORMANCE: 1. 5. do): music based on a scale of five pitches A. Students notate pattern. sol-mi-do. sol-la-sol-mi. Improvisation a. d. Children sing and sign intervals from the C pentatonic (C. Then students compose a four measure song using the notes in their scale. Teacher notates a pentatonic tune. mi-re-do. Then add the words. c. re. Mystery Tune a. b. A) ex. Children sing the song in syllables until comfortable with the song. Notation a. c. Curriculum Framework – Elementary Vocal and General Music . 3. Students notate a C pentatonic scale.MUSICAL CONCEPTS AND SKILL DEVELOPMENT MELODY/ HARMONY ACTIVITIES PENTATONIC (sol. D. sol-mi. Have students improvise using C pentatonic notes to play response. b. Composition a. Children play the intervals on melody instruments. Teach a rhythm chant. E. c. mi. Play with the Mystery Tune. Pentatonic Warm-up a. Compose a four beat pattern and notate. b. la. G. 2. Add a response for call and response form.Prince George’s County Public Schools 66 . Sing using letter names for C pentatonic.

Put two colored dots on notes. third. d.MUSICAL CONCEPTS AND SKILL DEVELOPMENT MELODY/ HARMONY ACTIVITIES MELODIC INTERVALS: the distance from one pitch to another A. GAMES AND MOVEMENT: 1. second. Variation: Count the whole steps to teach intervals. Whole and half steps a. c. Curriculum Framework – Elementary Vocal and General Music . b. e. Create a keyboard pattern using black and white construction paper on the floor. Variation: Use this to teach intervals of a fifth. f. etc. Have students identify the number of whole steps between the dots.Prince George’s County Public Schools 67 . Do the same with half steps.

Have students listen while someone plays C to C1 on a melody instrument and identify as a major sound. Major and Minor Recognition a. Curriculum Framework – Elementary Vocal and General Music . Now play from A to A1 (this is a minor scale). Playing Instruments a. Have them identify the scales using the flashcard. Ask students to compare the sound of the two scales. c. Then play A to A1 and identify as a minor sound. Play several major and minor scales to warm-up their ears. e. “This Land is Your Land” a. End with the key of the song you are using. Tell students the tonal center of each scale and that the first is called major and the second is called minor. It changes to major. PERFORMANCE: 1. b. i. d. Ask students to listen while you play a C scale ascending and descending from C to C1 then from A to A1 on any pitched instrument. Have students play both scales. b. Familiar songs.e. 2. Have the students signal the change with the flashcards or hand signals. e. Play the chosen song on the piano changing the sound from major to minor chords. Review a familiar song in a major key. As new songs are introduced. listening for the differences in sound. Play several similar examples and have students identify major and minor for practice. 2. Play the selection again and have students listen for major and minor. d. c. LISTENING: 1. b. The above piece is minor until the last time through the melody. “Farandole” from L’Arlesienne by Bizet a. identify whether they have a major or minor sound. have one student play a scale and have the class identify major or minor.Prince George’s County Public Schools 68 . Give each student a flashcard with major on one side and minor on the other. Give students a set of bells. Hide a set of bells.MUSICAL CONCEPTS AND SKILL DEVELOPMENT MELODY/ HARMONY ACTIVITIES SCALE PATTERNS: an arrangement of pitches from lower to higher according to a specific pattern of intervals or steps A. Present several examples of each. c. B. Have students show that they hear the changes by flipping their flashcards at the appropriate times. b. Play bells from C to C1 (this is a major scale).

Go through the printed music for a familiar song. f. IV. red dot for C. Identify the chord symbols. Curriculum Framework – Elementary Vocal and General Music . b. third and fifth. Play the chords that have been built with the song. Have students sing the song again substituting the letters for the chord changes instead of the words. b. Highlight the first. p. d.Prince George’s County Public Schools 69 . When students can sing the song comfortably. Raise hands to identify these chord changes. Have students put colored dots on the chart with the words to identify where the chord changes are and which chord is played. Building Chords a. Look at the music for a familiar song with I. Build triads on the highlighted notes. 3. Using a chart with the words of the song. e. while the teacher plays a tone bar instrument from behind them. Repeat this process for several different key signatures. IV.e. 136 a. c. f. Sing the song and listen as the chords are played. “Simple Gifts” Spotlight on Music – 5. Have students put themselves in scale order (ascending). and V7 chords. e. Transfer this to tone bar instruments. Song with I. c. Have the students “build” a chord on a C by having the first. green dot for G. Have students “build” chords on the fourth and fifth scale degree the same way. and fifth scale degrees. third and fifth person step out of the line. Write a scale on a staff on the board. discuss how the chord is built from the root. PERFORMANCE: 1. teach the song. Have students with the appropriate letters for the chords in the song step out when their chord occurs in the song. d. Teacher should play the chord roots for a C chord and G chord with the song. V7 a. Build the triads for those notes. c.MUSICAL CONCEPTS AND SKILL DEVELOPMENT MELODY/ HARMONY ACTIVITIES CHORDS: three or more pitches sounded together A. changing where the chords change in the song. have them sing the song facing the words. e. 2. When students are comfortable playing the chord changes. Have them sing the letters while learning the chord changes. fourth. Identifying the chord symbols and “build” the chords. Distribute cards with the letter names for a C scale to eight students in the class. b. i. Add the words while playing the chord changes. d. Ask students to identify when the chord changes occur by raising their hand. d.

Billie Taylor. Jazz Activity a.Miles Davis. Have students listen to an example of jazz music. Have the class listen to the piece. Soul jazz .MUSICAL CONCEPTS AND SKILL DEVELOPMENT MELODY/ HARMONY ACTIVITIES UNISON/HARMONY: unison – all performing the same part at the same time." with "Swing Low. 2. Have students listen again and indicate unison and harmony independently. Billy Ekstine. Sweet Chariot. Rounds/Canons a. Thelonius Monk. Modern Jazz Quartet. c. All Day. 2. Modern jazz .Prince George’s County Public Schools 70 .Wynton Marsalis. After learning to play a simple round or canon on the recorder. Have students indicate whether they hear unison or harmony by holding up one finger for unison and four fingers for harmony.” “Hey. LISTENING: 1.5 a. PERFORMANCE: 1. Row Your Boat” (sing twice). “Hallelujah Chorus” from the Messiah by Handel. c. Partner Songs a. harmony – two or more pitches sounding at the same time A. The whole class keeps the beat during the ensemble section which is in harmony. Ho! Nobody's Home. b." b. b. Have student groups create and perform a body percussion pattern in unison for their solo section.” “Scotland's Burning. Row. "All Night. Cool jazz . Curriculum Framework – Elementary Vocal and General Music . “Fre’re Jacques” with “Three Blind Mice” and “Row.” B.Ramsey Lewis. Divide into groups for the number of solo sections in the piece. Demonstrate with the first playing of the music. John Coltrane. Discuss unison and harmony. children can work in groups or with partners to play two or more parts with one of the following pieces: “Hot Cross Buns. Oscar Peterson. (Representative musicians include: Bebop Charlie Parker.) Show with thumbs up and down when a soloist is featured and when the whole ensemble plays harmony. Dizzy Gillespie. Spotlight on Music .

c. Have the children sing the different phrase to the teacher. Singing phrases a. Give each pair a sentence strip or staff paper. Have students create appropriate movements to designate “like” and “unlike” phrases. b. Have the students perform their movements for the class.Prince George’s County Public Schools 71 . Sing the phrases that are the same to the class. Choose a familiar song with some phrases the same and some different. c. Class chooses two phrases and arranges them to form a larger composition. B. b. Students perform phrases for class. GAMES AND MOVEMENT: 1. d.MUSICAL CONCEPTS AND SKILL DEVELOPMENT FORM ACTIVITIES SAME AND DIFFERENT PHRASES: repetition and contrast of segments of the music A. 2. Have students select contrasting percussion instruments to accompany the different phrases. d. b. Contrasting Instruments a. Make your move a. PERFORMANCE: 1. b. Curriculum Framework – Elementary Vocal and General Music . Switch parts. Create a phrase a. Switch the silent part. Then divide the class and have half sing the phrases that are the same and the other half sings the phrase that is different. Choose a familiar song with three similar phrases and one different phrase. Students are to work together to create rhythmic or melodic phrases. Students choose a partner. c. Then have the class sing the phrases that are the same aloud and the different phrase silently. Choose a familiar song. 3.

Curriculum Framework – Elementary Vocal and General Music . Example: A = shakers. . ABA. congo drums. A = Are You Sleeping? B = White Coral Bells A = Are You Sleeping? 2.movements of longer duration. slower tempo C. Give every child the appropriate number of colored shapes of paper. etc. Ex. Have them listen to a selection and respond by raising the correct shape or color for the corresponding section of the music as they listen. Use different tonal colors (instruments) to accompany each musical section of a two part form. . GAMES AND MOVEMENT: 1. LISTENING: 1. B. Display the cards where students can see. metallophones. ABA. Instrumental AB/ABA a.MUSICAL CONCEPTS AND SKILL DEVELOPMENT FORM ACTIVITIES TWO PART FORMS (including AB.. Creating ABA a. and verse/refrain): the order of different sections in music A. rattles. Divide class into the appropriate number of groups (sections) i.e.Prince George’s County Public Schools 72 . B = finger cymbals. smooth. etc. 3 groups. Prepare construction paper cards in the following manner: A B b. PERFORMANCE: 1. c. triangles. 2. Select two different simple songs and create an ABA form. AB. bounce and at a faster tempo. Each group would create a movement with instrumental accompaniment. Group Response a. b. Have individuals select the correct shape or color to show which section of music is being sung or played. c. Colors and Shapes a. graceful. twist. 2 groups. Subdivide each group into players and movers. Creating ABA movement a. etc. b.movements that shake.

Have selected students hold up one of the posters when each new variation starts. b. c. Groups should then write a speech rondo about their sandwich. LISTENING: 1. if students are familiar with them). Creating a Rondo a. and C. Create several large size posters of the letter A in different fonts. Students perform phrases in Rondo form using rhythm instruments or body percussion. d. Each section of the rondo should be about one of the ingredients of their sandwich. c. Groups should draw their creation on the worksheet provided and label each part. c.MUSICAL CONCEPTS AND SKILL DEVELOPMENT FORM ACTIVITIES MULTI PART FORMS (including rondo and theme and variations): rondo – a form based on repetition and contrast where the first theme returns after each new section. d. Listen to the piece for each time the theme starts and raise hand quickly and put it back down for each new variation. List ways that the variations changed from the main theme. c. Assign letter names to each four measure phrase. Have children perform their phrases on melodic instruments. Vary activity by creating three rhythmic ostinati to accompany the music. Choose a listening selection that is in rondo form.Prince George’s County Public Schools 73 . OR e. Use contrasting instruments for each section. PERFORMANCE: 1. Rondo Sandwich a. often organized as ABACA. B. Moving in Rondo Form (ABACA) a. Ask students to combine cards to form four measure phrases. b. Teacher can decide whether the bread should count or not. Play the section again and have groups perform their movement at the appropriate time. “Pop Goes the Weasel” – Theme and Variations a. B. Select ingredients for a pretend rondo sandwich. Place several flash cards containing rhythmic patterns on the floor or board. f. Extend activity by developing rhythmic phrases into melodic phrases using mi. 2. Curriculum Framework – Elementary Vocal and General Music . Use body percussion or percussion instruments to perform the ostinati. C. GAMES AND MOVEMENT: 1. theme and variations – a form in which each section is a variation of the initial theme A. e. d. Divide the class into groups A. b. Listen to the music and help each group decide upon an appropriate movement for their section. b. Divide into cooperative groups. sol and la (add re and do.

create a sandwich with the ingredients provided.MUSICAL CONCEPTS AND SKILL DEVELOPMENT Make a Rondo Sandwich Using your knowledge of rondo form. the sequence or pattern for this form repeated and contrasting sections Curriculum Framework – Elementary Vocal and General Music . 2.Prince George’s County Public Schools 74 . Think about: 1. Draw a picture of your sandwich. Label all the ingredients and the rondo sections. Use the space below.

Paper Bag Puppets a.MUSICAL CONCEPTS AND SKILL DEVELOPMENT TONE COLOR ACTIVITIES DYNAMICS: changes in intensity and loudness of sound A. Caution children not to shout but to sing with a strong full sound. p. c.T253 a. 4.Prince George’s County Public Schools 75 . b. Loud and Soft Collage a. Teacher chooses a short listening example that has a wide variety of dynamic levels. whole hand claps. "Dance of the Comedians. Children put their hands together like alligator jaws. Alligator Jaws a. c. c. Children open and close the jaws to show changes in dynamics. d. b. LISTENING: 1. Using two pieces of tag board have children create two collages by pasting appropriate pictures on loud and soft boards. Gradually add fingers then reverse. Another student moves around the room to locate it. Find the Eraser . b. c. for example. Ask students to bring in pictures from magazines that depict loud and soft sounds. B. The class sings song louder when student is close to the eraser and softer when farther away. Play listening selections and have children indicate the appropriate collage to accompany the sounds they are hearing. b. GAMES AND MOVEMENT: 1. and large or small groups of instruments can be used to show changing dynamics. Create paper bag puppets representing an animal that makes a loud sound. two or three finger taps. 3." b."Lucy Locket" Spotlight on Music – 1. Other activities to reinforce dynamics a. One student hides an eraser. Try this with a listening selection such as Ibert's "Parade". Have the class begin clapping a steady beat using just one finger. Play a listening selection and have the students open and close the puppet's mouth as appropriate to express the dynamic level of the music. Curriculum Framework – Elementary Vocal and General Music . One. 2. Echo clapping with class may include varying dynamic levels.

finding the most complimentary combinations of tone colors. cat. duck. g.MUSICAL CONCEPTS AND SKILL DEVELOPMENT TONE COLOR ACTIVITIES CLASSIFYING INSTRUMENTS A. Listen to the story again. b. and skin starters.Prince George’s County Public Schools 76 . oboe. and hunters. f. grandfather. self starters. c. 3. bassoon. Students will cut and paste the instrument pictures onto the template..e. d. Students identify the character that goes with each instrument. Have small groups of students create with their own ensembles. Each group should be given one of the boxes of instruments." "air starter. Ensemble Creation a." Students identify the "skin starter" (timpani) and "string starter" (violin) in Peter and the Wolf and the characters represented by them with two other signals. Create a collage of various instruments from every sound source category. Teacher removes all cards from the board and mixes them. wolf. Instrument Collage a. Students listen to Peter and the Wolf raising their hands when they hear "air starters" and listening to the unique tone quality/timbre of each instrument. b. flute. Groups should then share their ensemble combinations with the class and justify their selection with information about the instruments. 2. timpani) c. Each member of the group should select one of the instruments to share with their group. This could be done in cooperative groups. Warn students about the proper care of the instruments and not blowing into any of the instruments. string starters. Discuss how the sound is produced and the classification for each instrument." and "skin starter" as each of the instruments is played. woodwind quintet. b. Duplicate these pages for students. Alternative activity: Students listen to Peter and the Wolf and hold up flash cards labeled "string starter. bassoon. Peter and the Wolf a. They should be able to tell how sound is produced and classify the instrument into the appropriate sound production family. Teacher points to the musical instrument pictures and introduces the characters they represent in Peter and the Wolf. (bird. brass trio. Small Group Classification Activity – Intermediate students a. and French horn are shown. oboe. classifying them into the appropriate section of the template. 4. Introduce the instruments from the story. Prepare six to eight boxes of four or five instruments with at least one from each of the classification families in each box. Curriculum Framework – Elementary Vocal and General Music . Discuss the vocabulary associated with various musical ensembles. Students raise their hands when they hear the "air starters. Students identify "air starters" by raising their hand when cards with the flute. clarinet. etc. string quartet. b. air starters. c. violins. e. c. Divide students into groups of no more than five (preferably four). French horn. Peter. GAMES AND MOVEMENT: 1. Students should have an opportunity to examine the instruments to determine how sound is produced with each instrument. i. clarinet.

woodwind. Refer to the traditional labels: brass. string. how it is played. Read Orchestranimals or another book about orchestra instruments and classify the instruments by orchestra section and sound production family while reading the book. d. Include a color drawing of your instrument showing somebody playing the instrument. Share a variety of music equipment catalogs with the class. Have students determine what type of musical sound they would like to have an instrument make. Be sure your writing includes: • a catchy name for your instrument • a complete description of the materials it is made from and the size using language that will make it sound interesting to the potential buyer • an explanation of what part of the instrument makes the sound and how to play your instrument in a way that will attract your buyer • the type of musical sound it can produce Curriculum Framework – Elementary Vocal and General Music . Using the information from their instrument creation. Have students consider tone qualities and what materials would produce the desired quality. have students respond to the following writing prompt: Pretend that a music equipment company has agreed to advertise your instrument in their catalog. The Orchestra a. B.MUSICAL CONCEPTS AND SKILL DEVELOPMENT TONE COLOR ACTIVITIES 5. Have students draw a sketch and describe their instrument. Make note of the language used for the description including size. Write a persuasive entry using factual information about your instrument as you would like it to appear in the catalog. CREATING: 1. Use the Sound Production Family labels in conjunction with the orchestra section labels. c. and percussion as sections of the orchestra. materials. Group the "orchestral instruments" by this new system. and the sound produced. Have students consider size and playing techniques. Examine the sample catalog entries for musical instruments. b. Inventing an instrument a. b.Prince George’s County Public Schools 77 .

Prince George’s County Public Schools 78 .MUSICAL CONCEPTS AND SKILL DEVELOPMENT Instrument Collage Template CHORDOPHONES (STRING STARTERS) AEROPHONES (AIR STARTERS) IDIOPHONES (SELF STARTERS) MEMBRANOPHONES (SKIN STARTERS) Curriculum Framework – Elementary Vocal and General Music .

consistent system of instrument classification than the traditional scheme which includes stringed. Note: includes traditional String instruments. Note: includes traditional Woodwinds and Brass. it does not include many of the instruments outside our modern orchestra. The criterion they used is the way in which the sound is produced in the instrument. HORNBOSTEL-SACHS CLASSIFICATION SYSTEM: The classification system adopts a more logical. First. In addition. the action itself (percussion). Membranophones: Instruments in which sound is produced by the vibration of stretched membrane/skin. This music may be produced through the natural medium of a human voice or through the more artificial medium of a human-made instrument. and percussion instruments. it is based on three different principles: the sonorous material acted upon (strings). Curriculum Framework – Elementary Vocal and General Music . all cultures have some kind of music. Idiophones: Instruments in which the substance of the instrument itself produces the vibration.MUSICAL CONCEPTS AND SKILL DEVELOPMENT TONE COLOR ACTIVITIES REFERENCE PAGE: SOUND PRODUCTION FAMILIES INTRODUCTION: With few exceptions. brass. 5. cannot be heard until its sound is channeled through an amplification system even though it must be produced first from the vibration of strings as in the acoustic guitar. According to Sachs. the most accessible. This classification system was developed by Eric von Hornbostel and Curt Sachs in 1914. A classification system to include this multitude of instruments was developed in the early 1900’s and is still in use today. The fifth category entitled "electronophones" was added later with the advance of technology. The human voice remains the most common medium of musical sound not only because it is the most natural. Chordophones: Instruments in which sound is produced by the vibration of strings. Note: includes some of traditional Percussion. Human-made instruments include an ever expanding number of musical instruments throughout the world. and the most effective carrier of melody and words. and the activating force (winds) which is further subdivided by the material of the instrument (woodwind and brass). An amplified instrument is a sound producing instrument whose volume is increased by changing the sound into an electric signal using a separate device such as a pick-up or microphone then playing it back through a loudspeaker.Prince George’s County Public Schools 79 . woodwind. but also because it is flexible and expressive.amplified and electric instruments. The four main categories are as follows: 1. The electric guitar. The traditional scheme frequently used by music educators has significant drawbacks. This group includes two categories of music instruments . 4. Aerophones: Instruments in which sound is produced by the vibration of air. the principle of division in a classification system should remain consistent throughout all categories. Electronophones: Instruments in which sound is produced by purely electronic means. The list which follows helps to understand the classification system and where instruments from around the world might be placed along with traditional orchestral instruments. for example. Note: includes some of traditional Percussion. Hornbostel and Sachs devised a more consistent classification system which uses a single criterion to determine the instrument’s classification. 3. 2. An electric instrument is an instrument in which a device to increase/amplify the volume of a sound or change its timbre forms an essential part of the instrument.

Prince George’s County Public Schools . Elepian Electronic Piano. Kawai K samplers: Roland S – 50 hybrids: Casio FZ . mini moog digital synthesizers: Yamaha DX 7.3 Organ.MUSICAL CONCEPTS AND SKILL DEVELOPMENT TONE COLOR ACTIVITIES AEROPHONES/AIR STARTERS accordion horn saxophone bassoon kayne siku cornet ocarina trombone double recorder English horn pipe organ quena whistle IDIOPHONES/SELFSTARTERS agogo bell finger cymbals wood block rattles flexitone resonator bells rhythm sticks balafon bells gong guiro castanets celeste hosho Chinese bell tree jingle bells claves kalimba contrabass bars maracas shaker shekere xylophone tempo blocks cymbals metallophone MEMBRANOPHONES/SKIN STARTERS adodo bongos changgo snare drum sogo donno hand drum tambourine with head CHORDOPHONES/STRING STARTERS autoharp fiddle guitar mandolin piano bass bouzouki harp harpsichord ukulele vihuela double bass dulcimer koto recorder sheng oboe dizi piccolo tuba French horn rainmaker angklung axatse glockenspiel sansa guiro chimes/chime tree clappers cloud chamber bowls cowbell slapstick vibraslap wind chimes petia ashiko drum taiko-dojo bass drum lute banjo haegum shamisen ch'in kora violin harmonica clarinet sousaphone panpipes trumpet flute cricket tone block gankogui sand blocks cabasa triangle jaltarang jingles kseng kseng mbira steel drums triangle tambourine without head apentemma conga atumpan timpani balalaika guitarron p'i p'a cello kayagum viola ELECTRONOPHONES analog synthesizers: Hammond B .1 computer 80 Curriculum Framework – Elementary Vocal and General Music .

and music. Music teachers are encouraged to coordinate with classroom teachers when planning a unit from this section for more meaningful instruction. and Writing. the other Fine Arts. This section also provides students with the opportunity to develop a broader view of the Fine Arts and the connections between the various art forms. Curriculum Framework – Elementary Vocal and General Music .Prince George’s County Public Schools 81 . Reference pages with the Reading Themes and a glossary of literacy terms are included in this section. Suggested activities are included for each of these areas. Writing activities to communicate students’ understanding of these perspectives are also included. Frequent communication with the building Reading Specialist and the classroom teacher will be helpful in the planning and pacing of instruction to optimize the natural link that occurs between reading. Music Styles and Genres.Music in Relation to People And Other Arts This section examines the music of people from a variety of cultural. An understanding of the music lyrics to fully appreciate the role of music in people’s lives is an integral part of these activities. and social perspectives. writing. There are suggested activities for Drama. historical. Visual Art.

Although a simple framework. musicians understand similarities between the English and the Romantic/Germanic languages. the standard exposition-developmental-recapitulation construction of music has a direct correlation with the author’s thesis statement-development-conclusion. Language Arts – When analyzing a music composition. multiplication. • • • • • Curriculum Framework – Elementary Vocal and General Music . The phrasing of the musical line in a performance has a direct relationship with the vocal inflections emphasizing portions of the basic sentence. acoustics. and suffixes located in the foreign language find their way directly into the English derivative. When musicians understand the intentions of the composer’s masterpiece. When teaching the values of rhythmic notation. counting in groups of two. As musicians. and division. With an awareness of the terminology printed throughout the sheet music. and will inevitably improve the students’ all important standardized test scores. Middle Ages. This goes a long way in building a strong vocabulary base. Baroque. As a result of the terminology. Foreign Language – The music which our ensembles perform has its inception from western European civilization. Music acts as a blueprint. Extensive training is given to the aural discrimination between like pitches and those that are different.MUSIC IN RELATION TO PEOPLE AND OTHER ARTS Music in Relation to Other Arts Has your audience ever contemplated the direct relationship that music education has with the school’s total curriculum? Many critics fail to realize and consider the influence which music has on the entire educational program. we are able to experience a piece of history through a performance of a musical selection. History – Through an appreciation of music. students study the great composers of the past. Romantic. Depending on the selection’s difficulty and composer. Both have their origins from other regions and countries on the globe. Classical. and timbre. four. Mathematics – Although it is a simplified form of arithmetic. Utilize the following when making your case to the masses.Prince George’s County Public Schools 82 . and archive to the people and the events of the Antiquity. prefixes. testimonial. performers gain significant knowledge in the Italian language. When performing these. • Science – Music is a specialized science which deals with the qualities of sound. subtraction. and Contemporary Eras. The root words. Renaissance. German. Geography – Music is common. and higher are used consistently in all music repertoire. they gain insight to all historical eras. the performer will note the relationship of the concerto/symphonic form with that of the basic essay format emphasized in writing classes. but unique to every culture on Earth. Each music selection that our students present utilizes rhythmic patterns and a specified tonality. we develop and reinforce the concepts of addition. we raise the awareness of the world around us. three. French and Spanish terms may be introduced.

improve their test scores. Music is the universal language which establishes a common bond among all subjects and people. are as intensive and exhaustive as jogging and swimming laps. it would make sense to fervently develop and advance our music programs. It evokes passionate emotions in the heart and rekindles vibrant memories of the mind. orchestra and chorus setting. Instead. Rehearsals. if properly orchestrated. motor skills are advanced substantially when playing percussion.Prince George’s County Public Schools 83 . brass and string instruments. As with all sports organizations. With the enormous impact that music has on every aspect of our lives. the concepts of teamwork and cooperation are exploited in the band. excuses are made and methods are devised to remove an essential portion of the human soul. and release the human spirit.MUSIC IN RELATION TO PEOPLE AND OTHER ARTS • Physical Education – When starting and developing the wind and vocal musician. Emphasizing and enhancing music education will expand the student’s knowledge in a variety of subjects. a significant amount of time is spent on developing proper breath support and appropriate respiratory habits. woodwind. In addition. Curriculum Framework – Elementary Vocal and General Music .

Listen to a musical selection of any type or style a.e. Discuss the birthday customs from different cultures. This message says to me that I should (in your own words. PERFORMANCE: 1. Song Summary a. c. While listening to the music have students complete the following sentence: This music reminds me of (a person) because ______________________________ . 2.MUSIC IN RELATION TO PEOPLE AND OTHER ARTS INDIVIDUAL EXPRESSION A. 2_________________________________ . d. Have them follow along singing with the recording. school. Assess using the following criteria: singing together as a group. Discuss how customs vary from family to family even within a culture. b. Provide students with a copy of the words of the musical selection. Have groups perform the song in class. what is the music telling you that you should do). Curriculum Framework – Elementary Vocal and General Music . 2. “Old McDonald” or other similar songs a. having a clear beginning and end for the song.4. Have students in cooperative groups make up a birthday song for children in the future. Students may use a familiar tune from a song and make up new words or make up a completely new song. B. Share different traditions and customs for celebrating birthdays that students in the class follow. Sing several songs referring to birthdays including Happy Birthday (America) and Las Mananitas (Mexico) Spotlight on Music . Ask students to complete the following song summary: I believe the musician is singing about the issue of ____________________ and their message is (in your own words) which is supported by phrases from the lyrics like: 1_________________________________ . and singing an original song about a birthday.Prince George’s County Public Schools 84 . neighborhood. Birthday songs a. i. and 3__________________________. b. As a whole class write new words to this song with a different setting. etc. LISTENING: 1.

“Zum Gali Gali (Israel) . c. c. Sing and play the following work songs of children: “Here We Go Round the Mulberry Bush” (European). Sing “Follow De Drinkin’ Gourd” and discuss the routes of the Underground Railroad using a map. b.Share the Music . Point out on a map the location of these countries. Do this with as much cultural authenticity as possible in the music class environment. a. Discuss the constellations referred to in the song. Discuss which types of work would be done by girls versus the work done by boys in each culture.Share the Music – 5 and Spotlight on Music .Prince George’s County Public Schools 85 . Have students create their own verse for a spiritual with a hidden meaning appropriate for the time period and historical context. Small groups work on different parts and then the whole group joins in at some point with the repetitive/rhythmic phrase being said by the class. Three” (Barbados) . “Stone Pounding” (Jamaica) . Read the book together as a class. Discuss the story using a story map graphic organizer. b.Share the Music – 3 and Spotlight on Music 3. Discuss the hidden meanings in the song and the ways that the lyrics helped the slaves to communicate and subsequently escape. Two. Mufaro’s Beautiful Daughters or similar folktale text from various countries. e. d. Chart the information and look for similarities and differences between the cultures and the kinds of children’s work. Use this as a starting point for telling the whole story in the form of a rap. Work songs a. The story should be divided into scenes. d. Have students create their own work song for a job they have to perform on a regular basis. “Wang U Ger” (China) . Put the whole story together as a class. The exact words need not be used but the body of the story should remain the same. Students should then evaluate the song’s effectiveness in having the work go faster or easier. Discuss the cultural background of the children who sing these songs. Curriculum Framework – Elementary Vocal and General Music . Evaluate the practices as a class and incorporate the suggestions for improvement into additional rehearsals as time allows until students are satisfied with their creation.4.3.4. 3. 2. Perform using a culturally authentic singing style. b. Sing the songs again and pantomime performing the work while singing the song.Step It Down and Spotlight on Music – 3.Share the Music . Scenes could be dramatized by small groups as other groups are working on the rhythmic speech. Students should then try to sing the song whenever they are doing the work over a given period of time. Sound effects by culturally authentic instruments could be added to the story’s retelling. “One. PERFORMANCE: 1. and “Draw a Bucket of Water” (African American) . Read the story again looking for repetitive or rhythmically phrases that could be said by the whole group. Code songs of the Underground Railroad a.MUSIC IN RELATION TO PEOPLE AND OTHER ARTS CULTURAL EXPRESSION A.

where the passing occurs. and “Biddy.K. “La Raspa” (Mexico). and the position of the players. Have students perform a selection of traditional dances such as the following: “Seven Jumps” (Denmark). “El Acitron” (Latin American stick passing game) Spotlight on Music .MUSIC IN RELATION TO PEOPLE AND OTHER ARTS CULTURAL EXPRESSION (cont. Have students research any of the dances to share information with the class about the dance as a cultural expression. c. Hold On” (Jamaican ring passing game) Share the Music .) B. Discuss cultural information regarding Hispanic music as well. and African dance experience b. “Bob-a-Needle” (African American needle case passing game) Shake It to the One That You Love the Best. “Hora” (Israel). Native American dances. Classify those instruments. As a culminating activity students may be asked to select their two favorite games and compare them. Compare the different dance styles and formations. Beat games a.3. c. 3.3. Latin American Instrument Classification a.6. Have students listen to a recording of a mariachi band. b. Spotlight on Music . tempo. Sing and play the following beat games: “Engine #9” (Traditional American block passing game). Have students compare the games as they are introduced using a Venn Diagram with consideration for such items as the passing object. GAMES AND MOVEMENT: 1. 2. language. “Irish Jig” (Ireland). “Electric Slide” (America). Have students state the criteria for their selection. Listen to other Latin American music for the use of instruments.Prince George’s County Public Schools 86 . Curriculum Framework – Elementary Vocal and General Music . b. Show pictures of the instruments used in the recording. how the game is played. Traditional dances a. As a class discuss the classification of instruments using the pictures. “Obwisana” (African stone passing game) Share the Music .

Have students become familiar with the refrain. etc. Where.Prince George’s County Public Schools 87 . Sing one of the versions of Yankee Doodle. b. The graphing activity at the bottom may be done as a whole class. a. The words should remain the same. Evaluate each group’s performance using pre-determined criteria based on the completion of the task of creating a variation on the singing style of Yankee Doodle. In small groups have students complete the “Sea Shantey Glyph” which is included here. c. The singing style should change for each group. Have students respond to the following writing prompt: Pretend you are looking for sailors to go to sea during the 1700’s. Groups should complete a Who. The class should follow each group’s presentation by singing the song that refers to that particular event. Discuss the historical events referred to in the lyrics. Revolutionary War songs a. PERFORMANCE: 1. b. Tell about a favorite sea shantey you enjoy singing and when you generally sing it. Have students in small groups research several of these events. Each group may develop their own style for singing the refrain of Yankee Doodle. how would things be different? • presentation ideas of your own – please get teacher approval before you continue d. Discuss some of the possibilities including dynamic changes. etc. Each group should then prepare a presentation of the information using one of the following presentation possibilities. Discuss theme and variations form. Sing a variety of sea shanteys. 3. Write an advertisement for a newspaper to persuade more sailors to come work on your ship. Use the writing process for the completion of this writing assignment. Give each group an opportunity to perform for the class. Tell what you may have a chance to do in your leisure time. c. b. 2. tempo changes. Freedom Songs from the Civil Rights Movement.MUSIC IN RELATION TO PEOPLE AND OTHER ARTS HISTORICAL CONTEXT A. Discuss the historical context of these work songs of the sea. graphic organizer as they do their research. What. Sea Shanteys – Music and You. • eyewitness news report • talk show interview • dramatize the event • debate the two sides • oral history presentation – take the position of someone who was there • analysis – “we think they should have …” • what if – change one thing about the event and predict what might have happened if… • application – How can you use what happened from the event to change or work on one of today’s issues? • abstraction – If something like this happened today. c. Sing a variety of the freedom songs. Book 5 a. These will be the variations. Include information about the life on the ship or jobs you have to perform as a member of the crew. Perform the work that would be done with each type of shantey as it is being sung. Curriculum Framework – Elementary Vocal and General Music . rhythmic alternatives. Divide into small groups.

Prince George’s County Public Schools 88 . In your speech. Have students individually respond to the following prompt: Pretend you are a freedom fighter in today’s world.MUSIC IN RELATION TO PEOPLE AND OTHER ARTS HISTORICAL CONTEXT e. Write a speech to a group of today’s freedom fighters telling them how you feel about this issue. Curriculum Framework – Elementary Vocal and General Music . education). Select an issue you feel people need to work on (for example: drugs. name a freedom song that you could use for the issue you have selected and write down new words you might sing in the song to speak about your issue. Use the writing process for the completion of this writing assignment. weapons. violence. Describe how you might use something you learned about from the Civil Rights Movement to help make changes. Include information about what you feel needs to be changed.

For which job were you hired? Draw the appropriate stick figure aboard the ship where you would work. and number and gender of sailors on the ship. To which hemisphere would you travel? Select a tan ship from the table if you would be traveling to the southern hemisphere and a gray ship if you would be traveling to the northern hemisphere. Graph the results using a bar graph. Interpret the data and write an informative entry in the captain’s journal using the data from their glyph. Fabrics & Furnishings agricultural products work ship (fishing/whaling) 4. Switch glyphs with another group. Cook Shanteyman Capstan Halyard 3. destination. 2. The red sails are for males and blue sails are for females. Questions: 1.Prince George’s County Public Schools 89 . Curriculum Framework – Elementary Vocal and General Music . How many sailors are on your ship? Draw a sail on the mast for each crew member.MUSIC IN RELATION TO PEOPLE AND OTHER ARTS SEA SHANTEY GLYPH You’ve recently been hired to work on board a ship. cargo. Create a glyph detailing your job. What kind of cargo do you haul? Draw the following patterns on the hull of your ship to represent the corresponding cargo.

d. B. MUSIC STYLES AND GENRES A. d. b. Play a twelve bar blues chord progression on the xylophones. Evaluate the performance using pre-established criteria. Count the beats played in each phrase. The Blues a. Have students listen to a selection of blues pieces.e. a. Choose a selection such as the Nutcracker. Each group will dramatize the acts within the piece of work. Make an audio recording of the final performance. classify the musical works by genre on a chart. Sing the “Joe Turner Blues” while the chord progression is played on the xylophones. Explore the twelve bar blues pattern. or Cinderella. Discuss appropriate behavior for participation as the audience as well as the performers in this activity. Listen to the music and draw scenes from the story using a sequence chain. Discuss the story that accompanies the music. Listen to the entire work b. Hansel and Gretel. d. Divide the class into small groups. B. Sorcerer’s Apprentice. PERFORMANCE: 1. Practice together as a class. Supply props. “Under the Big Top” – Donaldson (Bowmar Listening Library-Animals and the Circus) Alternative: “Carnival of the Animals” – Saint-Saens a. Divide the class into eleven groups. Allow time for preparation before returning to the music. b. LISTENING: 1. PERFORMANCE: 1. Encourage students to silently pantomime as the music should be the only thing heard. c. GAMES AND MOVEMENT: 1. “Back to School Blues”) may be chosen but this is not required. Students may work in cooperative groups to write their own twelve bar blues verses. f. Genre Classification a. Assign each group a specific act. costumes. c. A common setting or topic (i. and tumbling mats.MUSIC IN RELATION TO PEOPLE AND OTHER ARTS DRAMA A. Assign each group one of the scenes from the story to pantomime while the music is played. e. Prior to the performance agree on a signal for letting each know when to start. Curriculum Framework – Elementary Vocal and General Music . Through the year while listening to and/or performing a variety of musical selections of any type or style. Allow time for groups to prepare. c.Prince George’s County Public Schools 90 .

Discuss the song lyrics. While listening to the music use stars to create their own shapes on the paper provided. Have students respond to the listening selection providing the requested feedback on the form. b. Have students listen to the “Trout Quintet” and draw their own versions of fish variations. Distribute dark sheets of construction paper. “Trout Quintet” by Schubert Spotlight on Music .) Make sure students are comfortable singing it. Demonstrate the theme and variations idea using a drawing of a fish. d. 2. LISTENING: 1. For each variation. Music Journals (could be done over several class periods) a. cultural. have students draw quilt patterns. b. LISTENING: 1. Alternate activity during the holiday season: have students draw a night scene with a pattern in the holiday lights. “The Planets” by Holst a. Choose a familiar song. Choose several listening selections. change or add one thing to the drawing of a fish. Listen to a musical selection of any type or style a. and social context of the music as well. Provide students with a copy of the music journal form. c. Students may draw Kente cloth patterns while listening to the music.3 a. While listening. 4. c.6 a. MUSIC AND WRITING A. Responses could be assessed using the rubric provided. Ask students to make some generalizations about their musical tastes and observations following several listening experiences. 3. b. African choral music selection a. b. Encourage them to comment on the type of music as well as the instrumentation preferences. Discuss how stars sometimes create shapes and symbols called constellations. 5. c. c. 2. While listening to the music have students complete the following sentence: This music reminds me of the color because _________________________________ . Discuss the historical. b. Have students use yellow or white crayons or chalk for this activity. “Eine Kleine Nachtmusik” by Mozart Spotlight on Music . Have students respond to a music BCR (samples are provided) to determine student comprehension of the song text. (Several possibilities are provided with this activity. Music Brief Constructed Responses a. Curriculum Framework – Elementary Vocal and General Music .Prince George’s County Public Schools 91 .MUSIC IN RELATION TO PEOPLE AND OTHER ARTS MUSIC AND ART A. Discuss theme and variations form prior to listening to the piece.

and Music There are a number of reading and writing instructional strategies and activities that can be incorporated into music instruction. access the word wall and draw students’ attention to the music vocabulary that is associated with the specific skill or concept. music journals. evaluation of performances. Students of all grade levels use the word wall in the music classroom and the vocabulary crosses those grade levels. There are different levels of involvement on the part of the teacher in order to bring students to the point of independence with the area of music. The next level of writing is Guided Writing where the teacher assists the students but the students do the actual writing. Brief Constructed Responses to address comprehension skills. Curriculum Framework – Elementary Vocal and General Music . or with the teacher writing part and the students writing part. Independent Writing is the level where students can independently construct and write their own lyrics. This could be applied to other areas of music responses as well. in addition to writing about personal musical preferences. which the students then copy. However word walls need to be active so when addressing various music skills and concepts in instruction. Music Word Wall Word walls in the music room should contain music vocabulary words. Writing. fluency development through rhythmic speech and singing. and creating new lyrics to songs. so the words could stay up all the time. comprehension of music text. Additional ideas for incorporating some of these strategies in music are given below. Interactive Writing follows this where the teacher and students create the song lyrics together with the teacher writing the text.Prince George’s County Public Schools 92 . Among these strategies are word walls with music vocabulary.MUSIC IN RELATION TO PEOPLE AND OTHER ARTS Reference Page: Suggestions for Linking Reading. These levels include Shared Writing where the teacher and students create the song lyrics together and the teacher is doing the actual writing. Music Text Writing Experiences Writing is a process and music text writing (creating new lyrics) is no exception.

Explain what each example means and how each one answers the question. Support your answer with at least two specific examples from the text. Gliding monosyllabic speech sound The direction that the text flows. self . Acronym used in the writing process to help develop BCR's. punctuation. left to right High Frequency Words Developmental Reading Assessment.MUSIC IN RELATION TO PEOPLE AND OTHER ARTS Reference Page: Glossary of Literacy Terms for the Music Teacher Analogies Antonyms Assessment Baseline Data BCR Benchmark Blends Character Traits Chunking Clusters Compound words Comprehension Conclusions Content area words Content specific Context clues Conventions Decoding Digraphs Diphthongs Directionality Dolch words DRA Comparison of certain similarities between things which are otherwise unlike Opposites Tests Information gathered before instruction begins Brief constructed response: a brief response to a posed question generally not more than one or two paragraphs in length. Use the key words in a topic sentence that answers the question. a reading assessment tool which allows teachers to target instruction to specific student needs. Minimum acceptable criteria that measures student progress at any given point Forming a word by combining parts of the words Elements of personality Breaking an unfamiliar word into familiar groups of letters to be able to read it. Understanding of the text The solution to a problem in a story Vocabulary about a specific subject Vocabulary or language about a specific subject Using the words in the sentence or paragraph to create meaning for an unknown word Standard spelling. ECR Emergent Readers Figurative language Fluency Formative Assessment FUSE Curriculum Framework – Elementary Vocal and General Music . Extended constructed response Students who are just beginning to learn basic reading skills Language that has meaning beyond the literal meaning.reflective process. “figures of speech” Smooth oral reading skills Assessments in which teachers feed information back to students in ways that enable the student to learn better. also known as Running Records. The MSA contains numerous BCR's in both the reading and mathematics portions. or when students can engage in a similar. Find and underline key words in a question. match students with appropriate reading material and. and capitalization rules Figuring out letter sound relationships in words Group of two successive letters whose phonetic value is a single sound. monitor changes over time. can also be used in a reading passage for better comprehension Two consonants that go together to make one sound Two independent words that can go together to create a new word Primary goal of reading. document reading proficiency and students' use of strategies.Prince George’s County Public Schools 93 . grammar.

In reading education. track students' reading growth over time. Stance Suffix Summative Assessment Curriculum Framework – Elementary Vocal and General Music . This assessment is given quarterly to monitor a students reading progress. Determines if a school is meeting AYP (adequate yearly progress). Purpose for reading or writing Word endings Assessments which attempt to summarize student learning at some point in time. The multiple meaning word and context clue examples are in the SRI format. and match readers to text. and capitalization rules Creating a visual image in your mind of a story Maryland State Assessment: administered each year near the end of the 3rd quarter. children are taught the sounds of letters and how those letters combine to form words. but have different meanings Words that sound the same but are spelled differently and have different meanings A phrase or expression that is understood in a given language but differs from the literal meaning of its parts taken together Drawing conclusions from what is in the text and one’s own knowledge and thinking Facts stated directly in the text Standard spelling.Prince George’s County Public Schools 94 . Using the pictures to create meaning for an unknown word Expressing what the reader thinks will happen next in the text based on what they know or have read Added beginnings of words Introductory reading level Also known as text features.) Generalizations Genre HFW Homographs Homophones Idioms Inference Literal meaning Mechanics Mind Picture/Mind Map MSA Multiple meanings Multiple usage Phonemic awareness Phonics Picture clues Predictions Prefix Primer Print features Prior knowledge Rhyming words Rubric Semantics Sequencing SRI Common elements Forms of text materials High Frequency Words also known as Dolch words. This assessment is almost entirely vocabulary related. commonly used words Words that sound and look the same. The same word used in different contexts and means different things The same word used in different contexts and means the same thing The speech sounds for each letter or letter group as they create word structures The study of the sounds that make up words. Most standardized tests are summative. grammar.MUSIC IN RELATION TO PEOPLE AND OTHER ARTS Reference Page: Glossary of Literacy Terms for the Music Teacher (cont. punctuation. such as the end of a unit or an end of year assessment. these help the reader locate information in the text What students knew about a topic before instruction Words with the same ending sound Scoring tool with specific information for how skills and concepts should be assessed by degree or level of achievement Changes in the meaning of speech forms Putting the events of a passage or story in order Scholastic Reading Inventory: a reading comprehension test for grades 2-12 that assesses students' reading levels and helps teachers adjust instruction according to students' needs.

MUSIC IN RELATION TO PEOPLE AND OTHER ARTS Reference Page: Glossary of Literacy Terms for the Music Teacher (cont. Whole language has been characterized as encouraging children to guess at the pronunciation of words rather than focusing on phonics.) Synonyms Syntax Vocabulary Voice Whole Language Different words with the same meaning Structure of language in phrases and sentences Words The perspective the text is written from. second person. is the belief that language should not be separated into component skills. first person.Prince George’s County Public Schools 95 . etc. but rather experienced as a whole language system of communication. Strategies for reading unfamiliar words Words used in writing to strengthen and clarify meaning Rhyming words Substitution of a known word with the same meaning Reading Stances Word attack Word choice Word families Word substitution Reading for Literary Experience Reading to Perform a Task Reading to be Informed Writing Stances Writing to persuade Writing to share personal ideas Writing to inform Curriculum Framework – Elementary Vocal and General Music .

MUSIC IN RELATION TO PEOPLE AND OTHER ARTS Reference Page: Reading Themes The Elementary Reading Themes are listed below along with the music links given in the Reading Textbook. Shoulders.Prince George’s County Public Schools 96 . Oh Where Has My Little Dog Gone? Five Little Frogs Little Shell The Sidewalks of New York Animal Song Little Pig Curriculum Framework – Elementary Vocal and General Music . Sea. Grade Theme K 1 Theme Title Look At Us Music Links in the Reading Text The Alphabet Song Head. Sea Miss Lucy Had A Baby Little Drops of Water Where. Toes If You're Happy and You Know It Itsy. Bitsy Spider Yankee Doodle (Sammy Seal's song) This Old Man (Mimi Mouse's song) Hush Little Baby (Reggie Rooster's song) Mary Wore a Red Dress (all) Tortillas and Lullabies K 2 Colors All Around K K K K K K K K 1 3 4 5 6 7 8 9 10 1 We're a Family Friends Together Let's Count Sunshine and Raindrops Wheels Go Around Down on the Farm Spring is Here A World of Animals All Together Now Chicken Soup with Rice The Wheels on the Bus Cows in the Kitchen 1 2 Surprise 1 3 Let's Look Around 1 4 Family and Friends 1 5 Home Sweet Home 1 6 Animal Adventures How Much is That Doggie in the Window? Bingo The More We Get Together Take Me Out to the Ball Game Old MacDonald Had a Farm Mary Had A Little Lamb Polly Put the Kettle On The Giants 5 Little Pumpkins Barnyard Song Mi Chacra/My Farm A Sailor Went to Sea. References to books are in italics. Knees.

MUSIC IN RELATION TO PEOPLE AND OTHER ARTS Reference Page: Reading Themes (cont. Marian Anderson Ballroom dancing with Cinderella story "John Henry" story Curriculum Framework – Elementary Vocal and General Music . How To Read Lyrics Animal Songs 3 3 3 3 3 3 4 4 1 2 3 4 5 6 1 2 Off To Adventure Celebrating Traditions Incredible Stories Animal Habitats Voyagers Smart Solutions Journeys American Stories 4 3 That's Amazing Problem Solving song .writing new verses.writing lyrics Haiku lesson link to music lesson "Singing Man" story Cowboy songs-reading and analyzing lyrics "This Land is Your Land" words Duke Ellington book.) 1 1 1 1 2 2 2 2 2 2 7 8 9 10 1 2 3 4 5 6 We Can Work It Out Our Earth Special Friends We Can Do It! Silly Stories Nature Walk Around Town Amazing Animals Family Time Talent Show Go To a Concert unit Moses Goes to a Concert story Jade's Drumming story Will Holly Sing? Story Making instruments Ben's Trumpet Bremen Town Musicians Zin Zin Zin a Violin The Perfect Instrument Mr. Mell Goes to Camp story Listen to and write about world music Grandma's Records. salsa music information Writing lyrics for a theme song for cartoon opening "Dogzilla" story Ballad of Dinosaur Bob song (Auld Lang Syne tune) The Lazy Man and the Busy Man The Ants Go Marching The Caterpillar This Land is your Land Five Little Ducks The Bear Went Over the Mountain The Ants Go Marching .Prince George’s County Public Schools 97 .

These frameworks would also be helpful in determining the pacing of the Themes for grades K-5 as well as the reading skill instruction at any given point in the year. The Curriculum Framework for Reading in the sixth grade would be most helpful in determining what themes/stories are being discussed as well as the skills being addressed in Reading instruction. Mexican Americans 4 5 Heroes 4 5 5 6 1 2 Nature: Friend and Foe Nature's Fury Give It All You've Got 5 5 5 3 4 5 Voices of the American Revolution Person to Person One Land. Curriculum Framework – Elementary Vocal and General Music . discussing a song by Estevan Recording sounds . Conversations with the classroom teacher and building reading specialist would also be helpful in linking music instruction to reading.equipment and technology Tall Tales La Bamba story History of Recorded Sound Unit Mozart Season Meet Yo Yo Ma Yankee Doodle-reading and analyzing text Cowboy stories Native American stories Pioneer stories American Immigrants .Prince George’s County Public Schools 98 .) 4 4 Problem Solvers Blues research project Musicians' Work unit with Bach and Louis Armstrong "Sing to the Stars" story with musical game in the lesson Elements of Poetry unit with writing a rap included Benefits of music unit Success in the Music Business .Gloria Estevan and Duke Ellington Listening to music with a purpose.Chinese Americans. Many Trails 5 6 Animal Encounters The Sixth Grade Reading Curriculum is organized differently than the rest of the elementary reading curriculum.MUSIC IN RELATION TO PEOPLE AND OTHER ARTS Reference Page: Reading Themes (cont.

Prince George’s County Public Schools 99 .Music Journal Date Title and Type Title: Type: + _ Interesting: Title: Type: + _ Interesting: Title: Type: + _ Interesting: Title: Type: + _ Interesting: Title: Type: + _ Interesting: Title: Type: + _ Interesting: What I Thought About It Curriculum Framework – Elementary Vocal and General Music .

132): Who does a better job of solving problems in the song. 180. Addresses the demands of the question.) Which performance did you like the best. the one that you could watch and listen to or the one that you could just listen to? Support your selection with specific information from the performance. 134.2. (Use after watching a videotape and an audiotape performance in class. Uses text-based and/or text-relevant information to show understanding. (Page numbers refer to the Share the Music textbook series. 4.) 100 Curriculum Framework – Elementary Vocal and General Music . gr. The response is completely incorrect or irrelevant to the question. 350): Do you think Betsy and Ike were ready for their journey? Support your position with information from the song lyrics (text).28): Is the person singing the song happy with his decision to come to this land? Use specific details from the text (song lyrics) to support your opinion.Prince George’s County Public Schools . Gr. Grade 4 When I First Came to This Land (p. Page numbers in italics refer to the Spotlight on Music series. gr. p. Effectively uses text-based and/or text-relevant information to clarify or extend understanding.Rubric 3 Music BCR’s The response demonstrates an understanding of the complexities of the text.46): The frog and the mouse are animals that represent people in the song. would he still come back? Support your opinion with information from the song lyrics (text).) Which song was your favorite song to sing? Use information from the song to support your preference. 224): If another tragedy happened to the cat. The response demonstrates a minimal understanding of the text. Minimally addresses the demands of the question. p. p. Willy or Liza? Support your opinion with specific details from the text (song lyrics). 323. (Use after a selection of 4 -5 songs sung in class. 3. 2 1 0 Grade 3 There’s a Hole In My Bucket (p. Partially addresses the demands of the question. The Cat Came Back (p. Which animal represents a man and which animal represents a woman? Use information from the text (song lyrics) to support your answer. Uses minimal information to show some understanding of the text in relation to the question. The response demonstrates a general understanding of the text. Sweet Betsy from Pike (p. Frog Went a’Courting (p.

4.Prince George’s County Public Schools . gr. 191. 136): What does the song suggest about the people that it represents? Use specific details from the song lyrics (text) to support your answer. What was the best part of the performance? Give a specific example and explain why you feel it was the best. Which presents a more appealing picture of life on a boat? Use the song lyrics (text) to support your position. Yankee Doodle (p. 132): Is the job of working on the Erie Canal easier or harder with a mule? Use information from the song lyrics (text) to support your answer. What was the best part of the performance? Give a specific example and explain why you feel it was the best.5. Which performance was of the highest quality? Support your selection with specific information from the performance. Simple Gifts (p. 154): Does the song present a realistic picture of the Revolutionary War? Support your position with information from your background knowledge and the song lyrics (text).) 101 Curriculum Framework – Elementary Vocal and General Music . What part of the performance needs improvement? Give specific ideas for how it might be improved. 74): Is Old Joe Clark an honorable person? Give evidence from the text (song lyrics) to support your position. 154. p. gr. Sails (p. p. gr. 5. 32/347): Compare the two songs about boats. 363): Is the job of being a tarrier an easy or difficult job? Support your position with information from the text (song lyrics). What are some of the ways that the performance could be improved? Use specific examples from what you observed to support your answer. Page numbers in italics refer to the Spotlight on Music series. p. What part of the performance needs improvement? Give specific ideas for how it might be improved. p. Which performance was of the highest quality? Support your selection with specific information from the performance. Drill Ye. gr. Tarriers (p.Grade 5 Erie Canal (p. 396. Grade 6 Day-O/John B. Old Joe Clark (p. 4. 120. What are some of the ways that the performance could be improved? Use specific examples from what you observed to support your answer. (Page numbers refer to the Share the Music textbook series.

from the Prince George’s County Scope and Sequence. Music Careers. This section has activities for the direct instruction to address the objectives and indicators for this outcome. Activities addressing the impact of technology on the music business are also included in this section.Music Careers This section addresses an additional outcome. 102 Curriculum Framework – Elementary Vocal and General Music .Prince George’s County Public Schools .

This may be done in small groups after being modeled by the teacher. b. As a class. How to get the job a. etc. b.Prince George’s County Public Schools 103 . QUALIFICATIONS 1. professional training. Invite a professional musician to speak to the class and discuss their portfolio of their work. B. Develop a class portfolio of whole class and individual performances. Discuss what information prospective employers may need to have when considering an applicant for a music related job. successes. Discuss economical routes of travel and location selection. determine what steps a person might need to take to find a position in that particular field. ticket price considerations. List questions students might have about the life of a professional musician. concert date and time choices. recommendations. b. create a tour for a group of students’ choice. 2. Training a. b. Have students draw the route on a map to submit with their itinerary. Select a music-related career from previous class discussions. Determine what items an applicant might include in a portfolio. Examine the items in their portfolio. b. C. Curriculum Framework – Elementary Vocal and General Music . description of musical style. Using a sequence chain graphic organizer. Tour Itinerary a. etc. Have small groups select another music related career and complete a sequence chain with information about steps to take to get the job in their respective music career. performance experience. and written work from the year’s music instruction. Portfolios a. Write an article for a newspaper or magazine introducing the musician to readers. reason for being a musician.MUSIC CAREERS PERFORMANCE A. Select one to research. goals for the future. 2. List a variety of music related careers. EMPLOYMENT 1. Interviews a. Have students research the type of training and/or qualifications needed to be hired for that job. Interview a professional musician. Include the person’s background. PERFORMER’S LIFE 1. family information. Discuss touring as a musician and list all the jobs associated with the tour in addition to the performers. c.

Responsibilities a. cooperation with other members of the performing group. MUSIC EMPLOYMENT 1. Curriculum Framework – Elementary Vocal and General Music . including what was performed. organization and if applicable. e. Discuss the responsibilities of the performer’s manager. compliments and suggestions for improvement for the performer. discuss information that a newspaper reporter might need to gather to report on a musical event and write a review of that event. Use the writing process for the completion of this writing assignment. Include information about the performers. b. bravery. conduct a search of the Yellow Pages to find the names of someone to fit the job description on the worksheet. Include at least three of these areas in your critique. Keep in mind as you make your word choices that this person is your employer and you want to offer them assistance in improving their performance and at the same time keep your job.) c. Newspaper review a. a number of places where a person encounters music in their daily life. Have the rest of the class make notes about the performance. what they performed. where and when they performed. Using the “Hire a Musician” worksheet. Alternative assignment: Have students write a recommendation for the performer. Reference the media on-line catalog for filmstrips pertaining to various music careers. with students. Use the writing process for the completion of this writing assignment. Design a poster advertising an upcoming concert for a school performing group or an imaginary performing group/concert. 2. MANAGER’S JOB 1. 2. Prior to a school music assembly or music concert experience students might have on their own. Allow students to perform a musical selection of their choice for the class. Media resources a. Determine the job title for a person involved in each type of these music related careers. Have students respond to the following prompt: Pretend you are the manager of one of today’s performers. List. Encourage students to take paper and pencil to the event to be able to make notes for later review.MUSIC CAREERS MUSIC RELATED JOBS A. Write an article for your newspaper about the performance you have attended.Prince George’s County Public Schools 104 . b. This may be done in small groups after being modeled by the teacher. stage presence. Write a critique of their performance commenting on the following: their talent. “Hire a Musician” a. Write at least two compliments (positive statements) as well as two suggestions for improvement. d. b. performance. Be sure to write at least one compliment (positive statement) about the performance as well as one suggestion for improvement. Posters a. B. Following the concert respond to the following prompt: Imagine you are a newspaper reporter. (This would be a good performance opportunity for those piano students and instrumental music students. MUSIC PUBLIC RELATIONS/PROMOTERS 1. C. choice of music.

Use a Yellow Pages phone book and find someone to fill the job.MUSIC CAREERS Hire a Musician 1. Think of a job for which you might hire someone in the music field. What headings could you look under? Which one seems to fit best? How many listings are there under that heading? Which ones are closest to your location? What is their location? Do any have an ad listed in the phone book? What information does the ad give that makes the person or company worth considering? Who would you call first and what would you ask them? Who would you hire at this point and why? Curriculum Framework – Elementary Vocal and General Music .Prince George’s County Public Schools 105 . Job Description: Possible job titles: 2.

c. Program music for use in the school cafeteria to evaluate the impact of music in this setting. Allow students to make up their own frequency and call letters that are not currently in use. performance video. background music. 2. station identification. Tour a recording studio. Discuss the format of each (i. Tape a selection of contemporary music videos appropriate for school use and view in class. Examine the cover of a current recording and list information contained on that cover. Invite a member of a local shopping mall management staff to visit and discuss the use of music in shopping centers and its impact on shoppers. Discuss the recording process from the recording studio to the distribution of the final product.MUSIC CAREERS MUSIC AS A MARKETING TECHNIQUE A. B. Radio a. In small groups have students create a commercial jingle and the commercial to accompany the jingle for one of the products on the list. either drawing pictures or writing the action for several scenes of a video for a musical selection of their choice. List jobs for each step of the process. SHOPPING 1. Have students watch their choice of videos at home and determine the format of each. ADVERTISING . group’s name. collage surrounding a topic. or combination). In small groups. if possible.e. etc. Have students list different marketable items and determine whether they are goods or services. Using a sequence chain have students develop their own music video. c. Have students create their own one hour radio show including the items listed above. 2.COMMERCIALS 1. including recording title. news and traffic reports. Have students listen to an hour of radio broadcasting and write down what was heard including: how many songs. TECHNOLOGY A. have students create a CD cover for an imaginary group. B. 2. music for the jingle. Tour a local radio station if possible. Videotape commercials as they are presented to the class. games and promotions. credits. THE RECORDING INDUSTRY 1. song titles and duration. BROADCASTING 1. psychologically. storytelling. Discuss ways to incorporate music as a marketing technique – theme music.Prince George’s County Public Schools 106 . b. commercials. c. Discuss the importance of using persuasive language. time and temperature. Discuss how call letters and frequency are determined as well as the difference between AM and FM. b. Video a. Curriculum Framework – Elementary Vocal and General Music . record company’s name and logo. b. CD’S a. wants or needs.

107 Curriculum Framework – Elementary Vocal and General Music . They can be used as a model for lesson plan development for music teachers.SECTION IV Sample Lessons for Elementary Vocal and General Music Instruction These lessons are suggestions and not intended to be the complete curriculum for any grade level nor are they intended to be required lessons.Prince George’s County Public Schools .

in place). instrument activities. When planning lessons for this age group. Some of these needs may not have been identified or diagnosed at this early age. a lap song (large movement. Some children may have special needs: emotional or physical. consider their young age. developmentally appropriate. inexperience. The emphasis must be on actual musical experiences rather than concepts about music. Suggested lesson plan format would include any or all of the following: a greeting song. Programs such as “Music Together” and “Kindermusik” offer repertoire. music in varied tonalities and meters. non-performance-oriented learning environment that is musically rich but is immediately accessible to the child’s participation. In addition. movement activities and instrument play. large movement. there may need to be several instructions for routine school tasks. There may also be language barriers. quiet song. songs without words.Prince George’s County Public Schools 108 . a free movement / dancing piece with props. a focus song or finger play (small motor movement). These familiar songs for routines will be comforting to this age as they make the adjustment to the school experience. The teacher should. and goodbye song. instrument play along. There is also a natural flow or progression to the activities from small motor activities to free movement and then back to small motor and calming activities by the conclusion of the lesson. instruments. A 20 minute time span is recommended. Children this age may not have had any previous school experience. For this reason. The main point in this lesson plan format is to provide a number of activities and experiences with some teacher direction of activities but very little focus on directed teaching of music concepts. The teacher should create a playful.SAMPLE LESSONS The focus of the pre-kindergarten curriculum is to support the primary music development stage of a child’s life. Songs or chants that help students to remember these routines will be beneficial in these efforts. Many of the same suggestions given for primary students may be applied to the pre-Kindergarten students. The two goals of this stage are for each child to develop a positive disposition towards active participation in music activities and the achievement of basic music competencies including the ability to sing in tune and physically keep a steady beat. Frequent repetition of previously learned material is often enjoyed by this age. and curriculum appropriate for this age group. consider the short attention span of a child this age. and their developmental age. finger play. Guidelines for Teaching Pre-Kindergarten Music Curriculum Framework – Elementary Vocal and General Music . a few rhythm patterns for echoing. A typical lesson might include: song and chant material. These activities are interspersed with brief music skill development activities. tonal patterns for echoing. however. children mature at different rates so maturity may mask learning disabilities at this early stage of educational development. These students will need gentle but firm assistance to make the adjustment to the school setting. a new focus song.

They were dirty and “rotten. I picked them up and cracked them open. Divide students into groups of five. Sing it again. What else could they do if they got a tummy ache? Adapt the same activity to the song. Warm-Up: Introductory and Developmental Activities: Guided Practice Activities: Independent Activities/Meaningful-Use Task: Share the song “Humpty Dumpty. and help the students remember the words to the song. “Jack and Jill Went up the Hill.” Have students act out the Jack and Jill parts.Prince George’s County Public Schools . you could describe the word as meaning “spoiled. Students should demonstrate the ability to dramatize the song correctly with appropriate facial expressions.1) Talk about how I walked through the woods and found some nuts that had fallen from a tree onto the ground. Indicator(s) from Scope and Sequence: • Dramatize stories of familiar songs. Have students discuss in their group how they would dramatize this song.” Introduce the song “Found a Peanut. (II. 109 Curriculum Framework – Elementary Vocal and General Music . Give additional students an opportunity to dramatize the same song while the class sings along. Make note of those students who are not singing with the group and those who are not on task. Next.SAMPLE LESSONS Grade Pre-K – Lesson 1 Lesson Title: Drama and Music Overview: Students will act out the words to the music in order to connect drama and music. evaluate how well the group showed the facial expressions to fit the words of the song.C. and they can follow all of the hand motions and facial expressions with you. Discuss the facial expressions that the characters should have. If they don’t come up with a synonym.” Discuss who the characters would be. let them try to sing and follow along with all of the hand motions and facial expressions.” Ask what the word “rotten” means. Assessment: Groups should share their performance of “Humpty Dumpty” while the class sings the song.” (words are included here for teacher use) while also doing the hand motions and facial expressions which describe the meaning of the song. Discuss how they would feel if they saw that the nut was rotten. Closure Activities: Discuss other songs known to the students that could be dramatized in a similar fashion. As a class.

I ate it anyway just now. found a peanut just now I cracked it open. Just now I ate it anyway. I called the Doctor. He gave me medicine. I got a tummy ache. I feel all better just now. Just now I cracked it open. he gave me medicine just now. found a peanut. I ate it anyway just now. I called the Doctor. he gave me medicine. Just now I feel all better. I feel all better. it was rotten just now. it was rotten. I got a tummy ache just now Just now I got a tummy ache. I ate it anyway. Just now it was rotten. I feel all better. found a peanut just now. I cracked it open. Just now I called the Doctor. I got a tummy ache. I ate it anyway. he gave me medicine just now. I cracked it open just now.Prince George’s County Public Schools 110 . It was rotten. it was rotten just now. Just now I found a peanut.SAMPLE LESSONS Found a Peanut Found a peanut. Just now he gave me medicine. I called the Doctor just now. Curriculum Framework – Elementary Vocal and General Music . I feel all better just now. I got a tummy ache just now. I cracked it open just now. I called the Doctor just now.

Do the same thing with other instruments. Have selected students try out the instrument. Ask students to name a classroom percussion instrument that is being shown to the class. Warm-Up: Introductory and Developmental Activities: Make up a story about a rainstorm. Assessment: Closure Activities: Discuss how the story map might be adapted to a different story about going down the street and seeing a fire engine.B. without minimal teacher’s prompts. Students should be able to play the instruments at the correct time. Review the story.” Independent Activities/Meaningful-Use Task: Review the story map again with students. If they don’t know the name. with the student’s help. Indicator(s) from Scope and Sequence: • • Investigate sound production using classroom instruments. Rain Go Away” or another familiar rain song. and draw a story map on the blackboard or chart paper while discussing what happened.1) Sing “Rain.SAMPLE LESSONS Grade Pre-K . Guided Practice Activities: Students should decide which instruments to add to the story to enhance the meaning. Briefly discuss possibilities for instruments for sound effects. then tell them the name of the classroom rhythm instrument. Discuss sounds that a person might hear when it rains.Prince George’s County Public Schools 111 . Draw a picture of the instrument on the story map right where it will be played in the story. (III. pointing to the pictures and having students play the corresponding instrument. (III. Make note of those students who are performing at the appropriate time and those who are not looking at the board.Lesson 2 Lesson Title: Instruments with a Rainstorm Overview: Students will add classroom instruments in order to enhance the meaning behind the story. Curriculum Framework – Elementary Vocal and General Music .1) Accompany songs and stories using student selected instruments and sounds. In the middle of the storm have everyone sing “Rain Rain Go Away.A. Also observe whether they are able to follow the story line and add the instruments and singing at the correct time. Describe how to hold the instrument and how to play it correctly.

Extensions: Use “Sammy” from Hap Palmer’s Teaching Basic Skills through Music.1 by singing it and using your fingers on your lap to act out the words. all students get in a line. Indicator(s) from Scope and Sequence: • Relate movements such as walking. Give all students an opportunity to try the skipping while the class sings the song. she was so excited that she started galloping along with her down the street. Again have a few students demonstrate skipping to accompany the song. Tell them that a horse likes to gallop.C. Do the same with “Skip to My Lou. bending to music. Warm-Up: Introductory and Developmental Activities: Guided Practice Activities: A few students at a time demonstrate walking and galloping as everyone else is singing and using their fingers on their laps. Curriculum Framework – Elementary Vocal and General Music .1) Tell this story “A little girl was walking down the street. Have students act out all of the animal motions using their large body movements. Review keeping personal space for the galloping part. skipping. (I. Then. turning. but when she saw her friend. Have the students use their fingers on their laps to act out the words. and then let the last few students gallop to the door when that part of the music comes.” Discuss “What is a gallop?” Ask different children to demonstrate a gallop. while going in a line around the classroom. and sing and walk for part A and gallop around the room for part B.1 and discuss what movement would go with the song. Then have students sing along as they use their fingers to act out the words to the song.SAMPLE LESSONS Grade Pre-K – Lesson 3 Lesson Title: Large Body Movement with Songs Overview: Students will use large body movement in order to indicate a relationship between movement and the lyrics of a song. Closure Activities: Review the A part of “Rig a Jig Jig” very slowly and see who can walk to the music while exiting the room. Introduce the song “Skip to My Lou” from Spotlight on Music . running.Prince George’s County Public Schools 112 . Introduce the song “Rig a Jig Jig” from Spotlight on Music . (Part A is walking and Part B is galloping) while teacher sings song a second time. Assessment: Students should demonstrate that they are listening to the music and that they know when to walk and when to gallop around the room.” Make note of those students who are performing the appropriate movements correctly.

i. Improvisation experiences are enjoyable for this age. Some students learn melodic notation using a two line staff for sol-mi and later la. students should be reading notes on the five line staff. “Today we’re going to learn about fast and slow and then use our fast and slow voices to sing some train songs. Primary students enjoy movement activities but often need guidance in using the space appropriately. Isolate rhythm from melody in the early years. This age can explore different ways to use the voice from singing. individual student. exposing students to the appropriate music terminology is a good idea when linked with language students would be familiar with so that they can become familiar with the appropriate music vocabulary. Students this age sometimes think of instruments as toys and need instruction on how to take care of them as well as how to play them musically. and do. This age student is just learning how to follow directions and therefore benefits from having a demonstration of what is expected by the teacher. Dramatization activities can be very successful with this age. The important thing is that this age needs to have frequent opportunities to move during a music lesson. As primary students get older they can read more advanced melody and rhythm. Songs with repeated phrases or predictable forms are also appropriate. Closure activities need to be brief and prepare students for the transition from the music lesson to the classroom teacher. even though some may have difficulty doing both. Curriculum Framework – Elementary Vocal and General Music .” However.e.Prince George’s County Public Schools Guidelines for Recommended Music Activities in Primary Grades 113 . Asking students to repeat directions before starting an activity is wise especially if the directions are complicated. However songs can be repeated over several lessons because students this age need repetition to become comfortable with song material. The teacher directed activities should include brief directions/teacher talk and move swiftly to active involvement for the students. Additional melody notes can be added one or two at a time without becoming too confusion for this age. “dynamics” will not mean as much as “quiet” and “loud. They will often be able to master a skill before the conceptual understanding is achieved. Sol would be the top line and mi on the bottom. re. However. Primary students need to be actively involved. for example. speaking. They will have difficulty distinguishing more complex concepts like identifying brass from woodwind instruments in a listening selection. whispering. Primary students should be given the opportunity to play simple percussion instruments with guidance and instruction on how to play musically. By third grade. Songs with simple. even if it is to add actions to a song while seated. Activities should change frequently to maintain interest. Listening experiences for primary students should be brief and focused. New song material is best taught by rote singing. The accepted music terminology can be added as students get older. Labels for musical skills need to be in language that the students can easily understand.SAMPLE LESSONS The pacing of the Primary lesson is critical to keeping the students engaged in the music learning. Using familiar songs or activities for warm-ups will help with transitions. The statement of the objective needs to be in terms that students this age will understand. students can recognize melodic direction with limited note songs. short melodic phrases and limited notes are most suitable for this age. Some teachers have the same opening song for every class period for this age. rhythmic chant. but keep early experiences brief and simple. recognizing the difference between fast and slow or quiet and loud will certainly be manageable. etc. The distinction between musical instruments to play music and playing with toys for fun should be made. or small group. Encourage students to sing while doing the movement. Assessment of primary students can be through observation of whole group activities for student mastery of skills and concepts. Most primary students will need repeated experiences before they reach mastery of most music skills. Some classes will need to try movement activities in place before moving freely about the room. It is best to limit directions to two or three at a time.” The warm-up should introduce the objective without much discussion. Teach beginning note reading skills at an early age. With the two line staff.

Prince George’s County Public Schools 114 . and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes? 3-4 minutes Assessment Formative Assessment: How will you monitor student progress throughout the lesson? Summative Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning? Daily and end of unit. Refinement. Closure Activities: How will you assist students in reflecting upon what they learned today and are preparing for tomorrow’s lesson? 2-3 minutes 2-3 minutes Curriculum Framework – Elementary Vocal and General Music .SAMPLE LESSONS LESSON PLANNER – PRIMARY DIRECTED TEACHING ACTIVITY PLANNER – 20 MINUTE LESSON Focusing Student Attention Statement of Objective: What should students know and do as a result of the lesson? Times approximate: 2-3 minutes Introductory and/or Developmental Activities Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge? Teacher Directed Activities: How will you aid students in constructing meaning of new concepts? How will you introduce/model new skills or procedures? 3-4 minutes Guided Practice Teacher-Monitored Activities: What will students do together to use new concepts or skills? How will you assist students in this process? 5 minutes 2-3 different activities Independent Activities and/or Meaningful-Use Tasks Extension.

115 Curriculum Framework – Elementary Vocal and General Music . Sing the whole thing with actions. (I. Guided Practice Activities: Have students listen to “If You’re Happy and You Know It” from Spotlight on Music . and nose).K by singing it and having students raise their hand every time they hear the body parts from the title.) Indicator(s) from Scope and Sequence: • • • • Identify simple formal characteristics in music such as same/different and whole/part.A. ears. Warm-Up: Introductory and Developmental Activities: Introduce the song “Head. mouth. Independent Activities/Meaningful-Use Task: Make up new verses for the song with new actions. Go over the different part (eyes.2) Sing and interpret several songs representative of different activities. (Kindergarten Reading Theme 1 is called “Look At Us. (II. etc. Closure Activities: Have students sing the song in their head and show the actions for review of same and different.1) Relate movements such as bending and stretching to musical sounds. Discuss whole and part. Have students stand and sing the whole thing and perform the actions that go with the song.A. Go over the part that is different. Repeat the pattern of ‘head. shoulders. Make note of those students who are not singing with the group and those who are not on task. (I. Shoulders. Knees. and Toes” from Spotlight on Music .1) Perform singing games. Then have them join in singing that part. knees. Assessment: Students should demonstrate the ability to recognize the parts that are the same and different and respond with the appropriate actions while singing the song correctly.” These two songs are included as music selections to accompany the reading theme.’ several times. shoulders. knees.Prince George’s County Public Schools .K and raise their hand when they hear a part that is the same as a part that they have already heard.1) Play Simon Says and have students point to various body parts like head. Discuss same and different. and toes.SAMPLE LESSONS Grade Kindergarten – Lesson 1 Lesson Title: R W Same/Different – Body Parts Overview: Students will recognize the parts of the song that are the same in order to sing the song with the appropriate actions. Sing that part together.C.C. toes. Discuss with students where they sing the same thing and where they need to sing something different. (I.

The big book comes with a black-line master for multiple copies of a little book that students can color and make for their own version of the big book. TX 79904.SAMPLE LESSONS Note: The song “If You’re Happy and You Know It” is included on a CD called Sing to Read by Wilma Salzman. EL PASO. distributes these materials. P. Curriculum Framework – Elementary Vocal and General Music . O. Table Top Press. There is a big book published for the song to accompany the recording.Prince George’s County Public Schools 116 . BOX 640296.

(I.1) Sing and interpret several songs representative of different activities. Have students perform the whole thing.3) Investigate various vocal timbres through speaking and singing. Review speaking voice. (I. Discuss singing voice.2) Interpret sounds in music using shapes and pictures.” This lesson would be a good link to the Reading Theme for the students as well as reinforcement of Math skills. Guided Practice Activities: Independent Activities/Meaningful-Use Task: Have students perform the whole thing. 2 Buckle My Shoe” by speaking it and having students hold up fingers for the number they hear in the rhyme. Teacher should add the part that’s new.A. Continue in this way through ten. (I.) Indicator(s) from Scope and Sequence: • • • • • • Identify simple formal characteristics in music such as same/different and whole/part. (I. Have students sing the numbers and pat the beat together. Review the part that was different for each number and draw a simple picture to illustrate it. Have students join in speaking the numbers while teacher does other parts.D. Practice those parts together. Draw pictures to go with the words after each group of numbers. (Kindergarten Reading Theme 5 is called “Let’s Count. Have students listen for the parts that are the same while teacher sings up to number five. Introduce the song “This Old Man” from Spotlight on Music – 1 by singing it and having students hold up fingers for the number they hear in the song.1) Have students count to eight together. 2 Buckle My Shoe” with beat while speaking.D. (I. Have them count and pat the beat together. Ask students to predict by singing the parts that they think will be the same for six. Discuss speaking voice.SAMPLE LESSONS Grade Kindergarten – Lesson 2 R W Lesson Title: Counting Song and Rhyme Overview: Students will be able to compare singing and speaking while demonstrating the beat and performing two counting selections.4) Perform singing games. Warm-Up: Introductory and Developmental Activities: Introduce the rhyme “1. (II.C. Have them sing the numbers on sol-mi together (Teacher may need to demonstrate this first).1) Demonstrate the steady beat playing classroom instruments.B. Then students should add the beat while singing the song. Have students add beat while saying the rhyme. Write the numbers in groups of two.Prince George’s County Public Schools 117 .A. Curriculum Framework – Elementary Vocal and General Music . Have students review “1.

SAMPLE LESSONS Assessment: Students should demonstrate the ability to perform the musical selections using the appropriate voice with the class. Have students identify whether they heard singing or speaking by holding their thumbs up for singing and thumbs down for speaking. EL PASO. illustrated by Carol Jones could be shared with students for comparison to the version of the song done in class. Table Top Press. Make note of those students who are not performing with the group and those who are not on task. Curriculum Framework – Elementary Vocal and General Music . There is a big book published for the song to accompany the recording. puts out these materials. O. BOX 640296.Prince George’s County Public Schools 118 . The book. The big book comes with a blackline master for multiple copies of a little book that students can color and make for their own version of the big book. Sing or speak short musical phrases from each counting selection. 2 Tie My Shoe” is included on a CD called Sing to Read by Wilma Salzman. P. This Old Man. TX 79904. Closure Activities: Note: The song “1.

(II. Whisper the song. classroom instruments and other objects that make sound.” Have students join in if they know it. Make up a symbol for hail.2) Investigate various vocal timbres through whispering. (I. (I. (Kindergarten Reading Theme 6 is called “Sunshine and Raindrops. Finally the whole class sings the whole song. Use the singing voice and do the same thing. Start with a few raindrops.Prince George’s County Public Schools 119 .4) Interpret sounds in music using shapes and pictures. discuss which instruments could play the different parts of the rainstorm. Assign students to instruments. Guided Practice Activities: Curriculum Framework – Elementary Vocal and General Music .A. Discuss which parts are loud and quiet. tree.SAMPLE LESSONS Grade Kindergarten – Lesson 3 R W Lesson Title: Dynamics – Rain Songs Overview: Students will recognize dynamics in order to sing and play instruments using the appropriate dynamics. housetop. (III.B. speaking. Discuss the sequence of events for a rainstorm. and an umbrella for the last phrase.A. Make a graphic drawing of a rainstorm on a large piece of poster paper.1) Accompany songs and stories using student selected instruments and sounds.A. (I. Then have the students whisper the whole song together using the pictures as cues. and singing.1) Sing “Rain.”) Indicator(s) from Scope and Sequence: • • • • • • Identify musical contrasts such as loud/soft. Add some swirlly symbol for the wind.1) Sing and interpret several songs representative of different activities. Discuss different voices. Say the words of the song. Add lightning bolts for thunder and lightning.B. Then speak the words a phrase at a time and have students repeat each phrase. (III. Discuss which voice was the quiet voice and which was a louder voice. Warm-Up: Introductory and Developmental Activities: Introduce the song “Rain on the Green Grass” by singing it.1) Investigate sound production using voices. As a class. Draw simple pictures for grass. Discuss whether they would play loud or quiet. which increase as the storm continues.D. Review speaking voice. Rain Go Away.

The song “Rain on the Green Grass” is included on a CD called Sing to Read by Wilma Salzman. Table Top Press. Make note of those students who are not singing with the group and those who are not on task. Closure Activities: Note: The book It’s Raining. Sing “Rain on the Green Grass” loudly. P. It’s Pouring. Begin and end the storm by singing “Rain. sing the song loudly. Rain. Rain Go Away. distributes these materials. There is a big book published for the song to accompany the recording.Prince George’s County Public Schools 120 . Curriculum Framework – Elementary Vocal and General Music .” Assessment: Students should demonstrate the dynamics by singing the song correctly. EL PASO. Have students quietly whisper sing the song as they are leaving. At the end.” At the beginning. BOX 640296. The big book comes with a black-line master for multiple copies of a little book that students can color and make for their own version of the big book. by Kin Eagle is a picture book connected to the theme and includes the music for the song at the back of the book. Teacher may need to point to more than one thing at a time. O. stay away. TX 79904. sing it quietly and change the words to “Rain.SAMPLE LESSONS Independent Activities/Meaningful-Use Task: Have students follow along and play the instrument sound that goes with each part of the storm as the teacher points to the different symbols on the chart.

1) Dramatize stories of familiar songs. Other transportation songs could be used as well and the Reading Theme includes “The Wheels on the Bus.1) Play the “Metronome Game. (I.2) Relate movements such as walking. (Kindergarten Reading Theme 7 is called “Wheels Go Around” and could be linked to music with this lesson on tempo.” Explain that the beat can be fast or slow. bending. 121 Curriculum Framework – Elementary Vocal and General Music . and show the class how the “tempo” can be varied on the metronome. skipping. Assessment: Make note of those students who are showing the correct tempo in each section of the story and those who are not on task. and stretching to musical sounds. Show the tempo of leaving the station (increasing speed).Prince George’s County Public Schools . vary the tempo according to predetermined signals for fast and slow. Have students move fast and slow with the ‘drum’ metronome. Vary the tempo as story is read.C. short/long. (II. Introduce the song “Engine #9.A. (I. running. Warm-Up: Introductory and Developmental Activities: Guided Practice Activities: Discuss how trains move.” Make up a story of a train’s travels. Closure Activities: Review the concept of fast and slow tempo discussed in the lesson and review how the students moved during the songs. As students become familiar with songs. traveling to the next station (steady fast speed) and arriving at this station while passengers get off and on (slowing speed). turning.C. Have students act out the story of the train while singing the song. Ask students to identify the tempo set on the metronome.”) Indicator(s) from Scope and Sequence: • • • Identify musical contrasts such as fast/slow. high/low and loud/soft. Independent Activities/Meaningful-Use Task: Share other train stories like I’ve Been Working on the Railroad by Nadine Bernard Westcott and Down By the Station by Will Hillenbrand with the class.SAMPLE LESSONS Grade Kindergarten – Lesson 4 R W Lesson Title: Tempo Trains Overview: Students will recognize tempo in order to show changes in tempo while singing and moving to a song. walking or running.

I.” Group each set of animals.1) Write the letters E. Do the same with some of the other animals that are suggested by students. (II. Then have them join in singing that part.) Indicator(s) from Scope and Sequence: • • • • Investigate various vocal timbres. Guided Practice Activities: Make eight copies of small farm animal pictures.SAMPLE LESSONS Grade Kindergarten – Lesson 5 Lesson Title: R W Farm Animals – Old MacDonald Overview: Students will interpret pictures and letters in order to sing the song and add animal sounds at the appropriate time. Create a Venn diagram showing which animals are used in both songs and which animals are used in one or the other. (Kindergarten Reading Theme 8 is called “Down on the Farm. Independent Activities/Meaningful-Use Task: Have students listen to other versions of Old MacDonald and follow the pictures and letters on the board. Have students hold up fingers to show how many times they make the animal sound each time. Curriculum Framework – Elementary Vocal and General Music . Ask students to name the letters. Do the same for “there. (II. Discuss some of the animals that might be on the farm and the sounds they make.Prince George’s County Public Schools 122 .) Warm-Up: Introductory and Developmental Activities: Introduce the song “Old MacDonald” by singing it and having students raise their hand with they hear the letters on the board. (I.1) Explain briefly the historical context of selected songs. (I.B. (Tell students “Old MacDonald” if they do not know.” Put up two of the pictures of that animal.1) Sing and interpret several songs representative of different activities. is included with this Reading theme. Have students see if the same pattern for sounds and the same animals are used. Review the song to determine how many times we make a given animal sound before the word “here. Show pictures of the animals they name. a songbook. Repeat for “here a ?. and O on the board.B. Ask if anyone knows a farm song with those letters in it.D.4) Interpret sounds in music using shapes and pictures.” “there a ?” and “everywhere a ? ?” Sing the song again pointing to the animal pictures as the class sings.A.” Cows in the Kitchen.

Closure Activities: Have students sing the song in their head and hold up the number of fingers for each animal sound. Old MacDonald.Prince George’s County Public Schools 123 . Curriculum Framework – Elementary Vocal and General Music .SAMPLE LESSONS Assessment: Students should demonstrate the ability to interpret the pictures and letters that are shown in order to sing the song correctly. illustrated by Carol Jones could be shared with students for comparison to the version of the song done in class. Make note of those students who are not singing with the group and those who are not on task. The charts show the words by themselves or the words with pictures. Note: The Singlish series of charts and CDs has a version of Old MacDonald. The book.

1) Introduce “The Elephant” from Learning Basic Skills Through Music. bending.” This song and other animal songs could be used in conjunction with this theme to teach tempo and movement. skipping. Closure Activities: Review the two speeds or tempo changes that the elephants showed with the music. i.Prince George’s County Public Schools 124 . running. Perform with the music. Make note of students who are not on task or who need more time for mastery of this skill. Curriculum Framework – Elementary Vocal and General Music . someone chasing the elephant.A.e. Discuss reasons for the tempo change in the middle. Warm-Up: Introductory and Developmental Activities: Listen to the music. (I. Discuss how the music indicates the action with the tempo change.SAMPLE LESSONS Grade Kindergarten – Lesson 6 Lesson Title: R W Moving Like an Elephant Overview: Students will identify and move to match tempo changes in the music. Discuss what happened in the music with the tempo.C. Discuss how elephants move. Independent Activities/Meaningful-Use Task: Introduce the movement activity by discussing how to move like an elephant (swing trunk) and move to the speed or tempo of the music.2) Relate movements such as walking. Practice both slow and fast tempo. Have students identify the slow tempo by holding up one finger. Assessment: Each student moves to match the tempo in each section of the music. and stretching to musical sounds. Guided Practice Activities: Listen to the music again and show slow tempo by holding up one finger and fast tempo by holding up two fingers. (Kindergarten Reading Theme 10 is called “A World of Animals.) Indicator(s) from Scope and Sequence: • • Identify musical contrasts such as fast/slow. (I. turning.

nih.htm • Peter.C.net/stfly.htm • Index of Rhymes (lyrics): http://www. correct rhythm. 125 Curriculum Framework – Elementary Vocal and General Music .peterpaulandmary. The following software can be used to create a graphic organizer: Kidspiration.niehs. monitor.htm • Angie Palmer’s (MIDI): http://www. Inspiration. “I Know an Old Lady” Websites • Timmy Abell: http://www.com Warm-up: Introductory and Developmental Activities: Explain that songs can tell a story. and Microsoft PowerPoint.” diction and expression.B.2) Student Standards for Technology Addressed in this Lesson: • • • Explain connectivity. Perform “I Know an Old Lady” by playing a recording from a website or CD.htm • PBS Kids: http://pbskids. Remind them to use the “Checklist for Healthy Singers” to guide their performance. Recognize that various media formats are used to communicate ideas.htm • Timmy Abell’s Home Page (Real Audio/Wav): http://www.com/angie/lady_who_swallow. (II.enchbyench. (I. ensemble “singing together. website projected on a screen. Microsoft Word. The “Checklist for Healthy Singers” includes the following: energy and projection. concentration and focus.gov/kids/musicchild.org/music. Use a web graphic organizer poster or one of the digital resources to display the feedback you receive from the students. Have students listen to this song about a lady who does some strange things. pleasant tone.Prince George’s County Public Schools . correct pitch. or through the television.htm Discuss who the main character of this song might be. Sample Sing-a-Long Websites: • National Institute of Health Kid’s Page: http://www.timmyabell.” Indicator(s) from Scope and Sequence: • • Dramatize stories of familiar songs. such as CDs. Paul and Mary (lyrics): http://www. Use teacher selected technology tools that enhance learning. Students will sing a familiar song from memory. Discuss some of the things she does in the story.1) Sing from memory fifteen songs.com/music/lyrics/ol/oldlady.llerrah.SAMPLE LESSONS Grade K – Lesson 7 Lesson Title: I Know an Old Lady – Digital Product Overview: Students will dramatize a story song in order to create a multimedia production depicting “I Know an Old Lady Who Swallowed a Fly.com/music/f-17-07.html • Llerrah Music (MIDI only): http://www.snaithprimary.timmyabell. textbooks.com/jukekids.eril.

Remind students to use their knowledge of the animal or insect as well as “context clues” or clues from the song lyrics to help decide how to move. and assembled in book form for this product. object. flies. facial expressions.educationworld. Use recorded accompaniment so that videotaping is possible. or animal is. They should demonstrate their dramatization when their creature is introduced.com/tools_templates/sm_nov2002. Explain that dramatize means to use movements. or leaps. PowerPoint slides can be formatted with photos and text. • Sing-a-Long Book – Students record a CD of the song to include in a picture book they have created using photos of the creatures with the text. Give students time to discuss the creature with their teammates.Prince George’s County Public Schools 126 . Assessment: Students will select from the following final products to dramatize the song: • Music Video of the Song – Videotape a performance of the song in an ensemble with “dancers” representing the characters.SAMPLE LESSONS Graphic Organizer Websites and Resources • RWT Webbings Tool: http://interactives. Give students a count of eight beats to move and eight beats to return to their seat. Curriculum Framework – Elementary Vocal and General Music . Discuss how the illustrator shows the personalities of the characters in the story. • Classroom Performance – Students perform the song portraying their assigned characters. Use the following rubric to assess student’s dramatization of the story.aspx?id=127&title • Education World (Downloadable Word Template): http://www. Reinforce the idea that all of these creatures help tell the story by singing. Remind them to think about how the creature moves in its normal habitat. Explain to students that they will be making a living book. Guided Practice Activities: Have students begin with the fly. Assemble the class and have the students sing the song again. Discuss the following: How does a fly move? Is its flight pattern regular or irregular? Will it move fast or slow? Will it move high and low? Or will it stay on the same level? Have one student demonstrate how a fly moves. each person can demonstrate their idea by using eight beats for movement and eight beats to return to a neutral position. Discuss whether it crawls.mped. In order to decide how the group movement should look. creeps. Give students time to create a dramatization that the whole group can perform. and sounds to express who another person.doc Use one of the children’s books listed at the end of the lesson to show how the illustrator tells the story. printed. Independent Activities/Meaningful-Use Task: Have students work in groups to dramatize a character from the song.org/view_interactive. They will work with a partner to dramatize one of the characters in the song. They may combine movements from the members of their team to make their creature exciting and believable. • Visual Aid for Ensemble Performance of the Song – Students perform the song while PowerPoint slides are projected of the characters on the screen for each verse. wobbles. Allow time for several volunteers. Students should show how they would move.

Additional Lesson Materials: Felt Board Stories and Cut-Outs.teach. 1 – Student does not demonstrate appropriate choices in portraying his/her creature and lacks physical presence or appropriate body language. Teach Virginia Website.com/felt/oldlady/feltoldlady.htm Print/Audio Materials (Reading level: Ages 4-8): • I Know an Old Lady Who Swallowed a Fly by Mary Ann Hoberman • I Know an Old Lady Who Swallowed a Fly by Nadine Bernard Westcott • I Know an Old Lady by Public Domain.htm Tools for Differentiated Instruction: Activity Card (Visual Aid).pdf Word Search. Brian Karas • I Know an Old Lady by Rose Bonne • I Know An Old Lady Who Swallowed a Fly (Pop-Up Book) by E-learning Books Variations on the Text • I Know An Old Woman by Bari Weissman • I Know an old Lady who Swallowed a Bat by Lucille Colandro • There was an old Lady who Once Saw a Ghost and Other Funny Rhymes by Shirley Pettigrew • I Know an old Lady who Swallowed a Trout! By Teri Sloat • I Know an Old Lady Who Swallowed A Pie by Alison Jackson.state.ca. http://teachers.virginia.tsl.santee. Claudia Rueda. Preschool Pintables.preschoolprintables.us/Carl/mother_goose. 2 – Student uses a wide range of movements to express the identity of their creature.k12.ca. http://www.edu/go/wil/I_Know_an_Old_Lady_Activity_Card.shtml Pictures for an Accordion Book. http://www.Prince George’s County Public Schools 127 .us/ld/pubs/bilingual/preschoolers/ququiri. However.us/Carl/mother_goose. Santee Schools.santee.tx.SAMPLE LESSONS 3 – Student uses a wide range of appropriate movements to express the identity of their creature. http://www.htm Bi-Lingual Instruction: Spanish Language Version. http://teachers. Illustrator • There Was an Old Lady Who Swallowed a Fly by Simms Taback • I Know an Old Lady Who Swallowed a Fly (Sing-Along Stories) by Mary Ann Hoberman • Know an Old Lady Who Swallowed a Fly (Paperback Pop-up/Lift-the-flap) by Colin Hawkins • There Was An Old Lady Who Swallowed a Fly by Glen Hay • I Know an Old Lady by G. Bilingual Library Programs for Children. Closure Activities: Discuss with students other songs that they could dramatize in a similar way. The performance is credible. The performance is credible.k12. 0 – Student does not perform. student does not move within the number of beats available within their creature’s introduction. Santee Schools. Judy Schachner • I Have A Weird Brother Who Digested A Fly by Joan Holub • Oh My a Fly! by Jan Pienkowski Curriculum Framework – Elementary Vocal and General Music .

SAMPLE LESSONS
Videos: • I Know an Old Lady Who Swallowed a Fly (1964) Directed by Derek Lamb (6 min) • “Mammals on The Move” Video Segment , Mammals #1, United Streaming: http://www.unitedstreaming.com/ (2:28) Additional Internet Resources: • The Free Dictionary, http://www.thefreedictionary.com • PowerPoint in the Classroom, http://www.actden.com/pp/ • Windows Movie Maker: Adding Credits to a Film, http://presentationsoft.about.com/od/moviemaker/ss/titles.htm

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SAMPLE LESSONS Grade 1 – Lesson 1 Lesson Title:
R W

Melody – Dog Songs

Overview:
Students will read melodic notation and recognize solo and ensemble in order to read melodic notation on a two line staff and sing at the correct point in the song. (The First Grade Reading Book, Theme 1 is “All Together Now” and Theme 4 is “Family and Friends.” This lesson would be a good link to either Reading Theme for the students. The songs, “BINGO,” “Where Oh Where Has My Little Dog Gone?” and “How Much is That Doggie?” are included with this theme in the Reading series. This lesson may take 2 – 3 class periods.)

Indicator(s) from Scope and Sequence:
• • • • • Sing simple “Sol-Mi” patterns using hand signs. (I.B.1) Read and perform simple melodic notation. (I.D.1) Read and sing “Sol-Mi” patterns as notated on the music staff. (II.D.2) Dramatize and pantomime songs using movement. (II.C.1) Investigate the difference between solo and ensemble performances. (II.D.1) Sing “Bingo” from Spotlight on Music – K. Write the letters on the board. Assign each of the five letters to five individual students to sing at the appropriate time in the song to build fluency. Write the words for “Oh Where, Oh Where Has My Little Dog Gone?” on a chart. Write each phrase in a different color. Read the chart as a class. Echo sing each phrase. (The melody for this song is included in the First Grade Reading Book, Theme 4 “Family and Friends.”) Assign each phrase to a small group of students. Have the small groups sing their phrases in order. Work for fluency as they each sing their part.

Warm-Up:

Introductory and Developmental Activities:

Guided Practice Activities:

Review the hand signs for Sol and Mi. Echo sing simple four beat Sol-Mi patterns with hand signs. Have students read each phrase from “Doggie” using the hand signs and their names. (See attached song sheet.) Add words. Assign the dog part to one student and the bear part to another student. Have each person sing their part. If puppets are available, use a dog and bear puppet for the soloists. Allow each student in the class to sing one of the solo parts.

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SAMPLE LESSONS Independent Activities/Meaningful-Use Task:
Read the notes on the board and sing with hand signs for the “ruff, ruff” part included below. Have the class sing together with words. Read the story How Much Is That Doggie in the Window? Have students sing the ruff, ruff part at the end of each phrase in the story.

Ruff Assessment:

Ruff

Make note of those students who are not singing at the appropriate time. Those students should receive a 2 for their assessment grade. Those students who are singing and consistently using the correct hand signs should receive a 1 for their assessment grade. Read the notes for two to three melodic patterns from the board with the hand signs.

Closure Activities:

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SAMPLE LESSONS

Doggie Song sheet
Bear Sings:

Dog - gie

Dog – gie, where’s your bone?

Dog Sings:

Some - one

stole it from my

home.

Dog Sings:

Who

stole my

bo

-

ne?

Bear Sings:

I

stole your

bo

-

ne.

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SAMPLE LESSONS Grade 1 – Lesson 2 Lesson Title:
R W

Different Voices – Nursery Rhymes

Overview:

Students will perform different Mother Goose rhymes in order to demonstrate solos, male and female ensembles after a discussion of the words and characters in the rhymes. (This lesson may take more than one class period.)

Indicator(s) from Scope and Sequence:
• • • • • • Recognize musical contrasts such as unaccompanied melody/melody with accompaniment. (I.A.2) Identify the different voices of males and females as well as children. (I.A.3) Sing and interpret several songs representative of different countries and cultures. (II.A.1) Explain briefly the historical context of selected song from various cultures. (II.B.1) Dramatize and pantomime songs using movement. (II.C.1) Investigate differences between solo and ensemble performances. (II.D.1) Following the First Grade Reading Theme 2 “Surprise,” have students review the nursery rhyme “Mary Had a Little Lamb.”

Warm-Up:

Introductory and Developmental Activities:
Discuss whether Mary is a girl or boy. Have just the girls say the rhyme. Change the name to Marty. Go over the words to see if any other words need to change, i.e. pronouns. Have only boys say the rhyme.

Guided Practice Activities:
Do the same with other nursery rhymes like Jack Be Nimble (change to Jill), Old Mother Hubbard (Father), Little Miss Muffet (Mister), and Old Woman in the Shoe. Discuss any background information needed to better understand each rhyme.

Independent Activities/Meaningful-Use Task:
Divide the class into small groups. Give each group a copy of the words to one of the rhymes. Have the students in the group figure out how to act out the rhyme and whether they want the main character to be a boy or a girl. Have students perform their rhymes for the class.

Assessment:

Make note of those students who are not contributing to the group work. Those students should receive a 2 for their assessment grade. Those students who are participating with their group should receive a 1 for their assessment grade.

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Prince George’s County Public Schools 133 . Do the same with Peter. Extensions: Give each student a copy of each of the rhymes printed one to a page with space left on the paper for a picture.SAMPLE LESSONS Closure Activities: Go over Jack and Jill and divide the rhyme up between boys and girls with the boys saying the part about Jack falling down and the girls saying the part about Jill tumbling after. Curriculum Framework – Elementary Vocal and General Music . Have students illustrate each rhyme and make their own nursery rhyme book. Peter Pumpkin Eater.

Have students raise their hands when they hear a rhyming word. Practice having the cuckoo come out of the “clock” when they hear the pattern. Play a two-minute sample of the music.) Indicator(s) from Scope and Sequence: • • • Sing simple “sol-mi” patterns using hand signs. Select a group that can find the Sol-Mi consistently in the music. one-down (?). Compare it to the other clocks discussed earlier in the lesson.’ Discuss a grandfather clock.SAMPLE LESSONS Grade 1 – Lesson 3 R W Lesson Title: Sol-Mi in Clock Songs Overview: Students will identify the Sol-Mi pattern in order to respond with movement to the pattern in “The Cuckoo in the Deep Woods” by Saint-Saens. Play the music and have students be the cuckoo clock. Curriculum Framework – Elementary Vocal and General Music .B. Example: Hickory Dickory Dock. Divide students into small groups.1) Review Sol-Mi with hand signs. (I. Students should recognize and move to the Sol-Mi pattern when it occurs in the music. students have an opportunity to compare and contrast. Have students make a cuckoo clock by having three or four of the students make the walls and arch of the clock and one student to be the cuckoo. (II. Working together as a class. Compare the cuckoo clock to other kinds of clocks including clocks today. (II. After each dock or clock.1) Write new verses to familiar songs. Discuss a cuckoo clock. the cat jumped up on the clock. List these on the board: dock-clock.1) Dramatize and pantomime songs using movement. the cat went meow.Prince George’s County Public Schools 134 . create a new verse for 2 o’clock. The cuckoo sound from the cuckoo clock is the same as Sol-Mi. This lesson could be a good reinforcement of those skills.) Explain to students that when they hear the cuckoo or the sol-mi pattern. Warm-Up: Introductory and Developmental Activities: Play a brief sample of “The Cuckoo in the Deep Woods” from Carnival of the Animals (Bowmar Listening Library). Repeat the rhyme so that the students can say it without assistance.B.” During this theme. Guided Practice Activities: Introduce the nursery rhyme ‘Hickory Dickory Dock. they should hold up their index card with the cuckoo clock on it. Play the pattern on bells. The clock struck two. have the selected group do their ‘cuckoo’ action and sing on Sol-Mi while the rest of the class does the rhyme. (First Grade Reading Theme 4 is “Family and Friends.C. Distribute copies of the cuckoo clock included with this lesson. Hickory Dickory Dock. (These could be mounted on index cards.

Closure Activities: Review the hand signs that match the cuckoo sound from the music heard in the lesson. Each group should create a new verse for their hour on the clock. Those students should receive a 2 for their assessment grade. Assessment: Make note of students who are not on task or who need more time for mastery of the skill of recognizing Sol-Mi.SAMPLE LESSONS Independent Activities/Meaningful-Use Task: Divide the class into ten groups for the other times on the clock. Those students should receive a 2 for their assessment grade. Those students who recognize Sol-Mi consistently should receive a 1 for their assessment grade. Those students who are consistently contributing should receive a 1 for their assessment grade for making up new verses. Make note of students who are not on task while the group is creating a new verse.Prince George’s County Public Schools 135 . Cuckoo Curriculum Framework – Elementary Vocal and General Music .

The teddy bears should be in two colors.) Add the words for the song. (I. Class sings sol and mi as the ball is passed from child to child. All phrases are the same. and the other for Mi with the note names on the manipulatives.SAMPLE LESSONS Grade 1 – Lesson 4 Lesson Title: R W Melodic Notation using “Teddy Bear” Overview: Students will use melodic notation manipulatives in order to read melodic notation on a two line staff and then dramatize/pantomime the song while singing. Sing the next phrase of the song while following the bears on the board.” Students will work on real and fantasy in this theme.) Draw the two line staff on the board as it is shown on the song sheet. Point out to the students that the phrase uses the same melody. Discuss whether a teddy bear is real or make believe as well as whether a teddy bear could really do the things in the song.B. (First Grade Reading Theme 6 is “Animal Adventures. Echo sing simple four beat Sol-Mi patterns with hand signs. To play. Guided Practice Activities: Introduce the teddy bear manipulatives. one for Sol. (Instructions for constructing these are included. ) Indicator(s) from Scope and Sequence: • • • Sing simple “Sol-Mi” patterns using hand signs. This lesson would be a good link for the students. choose eight children to form a line in front of the classroom.1) Play the “Follow the Ball” game. Have the students sing the whole song with hand signs while pointing to the bears on the board.C. (I. Put a repeat sign at the end of the line.Prince George’s County Public Schools 136 . Warm-Up: Introductory and Developmental Activities: Review the hand signs for Sol and Mi. Do the same for the last two phrases of the song. Substitute a teddy bear for the ball.D. Echo the first phrase from “Teddy Bear” using the hand signs and their names. (See attached song sheet. Children pass the bear either over their heads (Sol) or between their legs (mi) to the person behind. Give the first child a teddy bear. Independent Activities/Meaningful-Use Task: Curriculum Framework – Elementary Vocal and General Music .) Sing with hand signs from the bears on the board. (See example in attached song sheet. (II.1) Dramatize and pantomime songs using movement.1) Read and sing “Sol-Mi” patterns as notated on the music staff. Discuss with students how to put the bears on the two lines to show the melody for the song.

grade 3 and Kindergarten for and Spotlight on Music – 3 a multicultural connection. Those students should receive a 2 for their assessment grade.SAMPLE LESSONS Assessment: Make note of those students who are not looking at the board or are not doing the hand signs.” hearts for “Georgy Porgy.Prince George’s County Public Schools 137 .” birds for “Bluebird. Those students who are visually following the notes on the board and consistently using the correct hand signs should receive a 1 for their assessment grade. Closure Activities: Review the hand signs.” pennies for “Who Has the Penny?. Play the Chinese children’s song “Kuma San” from Share the Music. Extensions: Curriculum Framework – Elementary Vocal and General Music . Other ideas for manipulatives with limited tone songs – trains for “Engine #9. Sing the song without the hand signs. Make note of the directions the song has in it.” etc. Have students dramatize the song by following those directions while singing.

mi. Laminate the bears.Prince George’s County Public Schools 138 . mi Teddy Bear. MANIPULATIVE CONSTRUCTION: Make five brown bears and four white bears using the pattern below. sol. mi sol. Curriculum Framework – Elementary Vocal and General Music . sol. Teddy Bear. Teddy Bear that will do. Label the brown bears with Sol. Put magnets or tacky on the back to stick to the board. Teddy Bear. Teddy Bear. tie your shoe. sol. Label the white bears with Mi.SAMPLE LESSONS Teddy Bear sol. touch the ground. Teddy Bear. mi. Teddy Bear. turn around. Teddy Bear.

B) Play “Going Fishing. (III. Practice writing possible melodic patterns for the third line of the song on the board. read and compose using Sol-Mi in a song. 6. Distribute the enclosed song sheet. make a fishing pole using a yardstick. Four. On one side write four beat melodic patterns. Place fish on the floor with magnetic strip side up. When the student has caught a fish. 4. ) Indicator(s) from Scope and Sequence: • • • Sing simple “Sol-Mi” patterns using hand signs. Warm-Up: Introductory and Developmental Activities: Guided Practice Activities: Have the students use their hands (on shoulders for Sol and on their knees for Mi) to show the melodic pattern in the song. Six. grade 1 and from Spotlight on Music . Have students make up their own melodic pattern on the third line of their worksheet. (I. Students will sing the pattern that is caught and notated on the board.B. Sing the song and use the movement pattern each time the Sol-Mi patterns occur. Laminate the fish and glue magnetic strips on backs. Have students share their new third line with the class. Independent Activities/Meaningful-Use Task: Discuss the words of the song and when the song might have been sung (a long time ago). 8 Overview: Students will identify Sol-Mi in order to perform.D. string.” This lesson could be used to reinforce the comprehension skills of problem solving from the Reading Theme for the students. Eight” from Share the Music. Teach the song “Two.SAMPLE LESSONS Grade 1 – Lesson 5 Lesson Title: R W Melody in 2. they will now make up their own melody for part of the song.2) Develop the ability to compose and arrange music. Discuss possible reasons why someone might be late and what the other person could do in those situations. Choose a student to fish with pole and magnet. (First Grade Reading Theme 7 is “We Can Work It Out. (I. he/she goes to the board and writes the pattern on a staff while the next student goes fishing. Explain to students that just as they made up solutions to the problem in the song. Have students review the song using the song sheet.1.” Before the lesson. Discuss which patterns in the song sound like Sol-Mi. Cut out several construction paper fish.1) Read and sing “Sol-Mi” patterns as notated on the music staff.Prince George’s County Public Schools 139 . Curriculum Framework – Elementary Vocal and General Music . and a magnet in place of a hook.

Curriculum Framework – Elementary Vocal and General Music . Those students who did write a melody pattern and could sing what they had written should receive a 1 for their assessment grade.Prince George’s County Public Schools 140 .SAMPLE LESSONS Assessment: As students sing their melody patterns. make note of those students who did not write a melody pattern or could not sing what they had written. Closure Activities: Review the concept of Sol-Mi by having students stand when the teacher sings the pattern. Those students should receive a 2 for their assessment grade.

Meet me at the gar .SAMPLE LESSONS Two.Prince George’s County Public Schools 141 . Eight Compose a melody for “If I’m late. Four. Two. eight. Be prepared to sing what you have written. Curriculum Framework – Elementary Vocal and General Music . six. eight. four. don’t wait” by writing combinations of sol and mi on the blank lines above the words using the rhythm notes given. don’t wait. If I’m late. Six. Two. six. four.den gate.

” This lesson could also be used in conjunction with this theme. Guided Practice Activities: Have the students brainstorm several possibilities for what kind of spider their version of the song could be about. This lesson may take two-three class periods. Explain that the class will be making up their own version of the song and then add actions to go along with it. Eensy Weensy Spider by Mary Ann Hoberman.SAMPLE LESSONS Grade 1 – Lesson 6 Lesson Title: R W New Spider Verses Overview: Students will create new verses for “Eensy Weensy Spider” in order to add actions to dramatize the new verses.K with actions. List those on the board. Ask them to think about any editing changes that need to be made. Work together as a class to develop actions to dramatize the song. etc. again. Make minor adjustments as needed. Sing the whole song as a class. Independent Activities/Meaningful-Use Task: When the new version is completed.) Indicator(s) from Scope and Sequence: • • Dramatize and pantomime songs using movement. Observe the groups as they are working.1) Write new verses to familiar songs. Itsy Bitsy Spider by Lorianne Siomades. Roly Poly Spider by Jill Sardegna.” which could be used for this same lesson.Prince George’s County Public Schools 142 . vote on one. Continue to add new parts a section at a time. Curriculum Framework – Elementary Vocal and General Music . Reading Theme 8 is “Our Earth. Introductory and Developmental Activities: Read other versions of this song from picture books like: Itsy Bitsy Spider by Iza Trapani.1) Warm-Up: Sing “Eensy Weensy Spider” from Spotlight on Music . Discuss where their spider could be going for the next part of the song and how it could be moving there. Vote on one. Check each new part to make sure it fits with the melodic rhythm. (The First Grade Reading Theme 7 includes the song “The Ants Go Marching. Use chart paper to keep track of the new version as it develops so students can see their progress and review as new parts are added. Have students divide into cooperative groups with students sitting close by them to discuss possible ideas for actions to go with the new version. Get several ideas and then. (II.B. Share ideas from the group work with the whole class. (III.C. Go over those ideas together as a class. have each student sing the whole song in their head.

grade Kindergarten. Those students who are participating should receive a 1 for their assessment grade.Prince George’s County Public Schools 143 . Closure Activities: Have the students sing the whole song with the new actions. Extension: “La Pequenita Arana” Eency Weency Spider sung in Spanish can be found in Spotlight on Music. Those students should receive a 2 for their assessment grade. make note of those students who are not participating as the class is developing the new verse and actions.SAMPLE LESSONS Assessment: Throughout the class. Curriculum Framework – Elementary Vocal and General Music .

D. Those students should receive a 2 for their assessment grade.1) Give students craft sticks and have them create four patterns. students will be able to read rhythm notes in order to compose four rhythm patterns. (I. Curriculum Framework – Elementary Vocal and General Music . Make note of those students who did not write a four beat pattern or could not clap what they had written.Grade 1 – Lesson 7 Lesson Title: SAMPLE LESSONS Assessment Activity Rhythmic Building Blocks Overview: Following instruction on reading rhythms using quarter notes and quarter rests. one at a time. Have students clap their patterns with a partner and then ask individuals to clap their pattern for the class.Prince George’s County Public Schools 144 . Indicator(s) from Scope and Sequence: • Read and perform simple rhythmic notation using quarter notes and rests. Review with students that both the note and the rest get a beat. Activity: Assessment: Assess the students as they clap their patterns. Those students who did write a four beat pattern and could clap what they had written should receive a 1 for their assessment grade. using quarter notes and rests in groups of four beats.

If there is time. Have them ask how to spell any words they are unsure of because they are writing a book and all of the words in a book must be spelled correctly. Chart several examples such as a “pretty butterfly” or “floating balloon.B. Introductory and Developmental Activities: Guided Practice Activities: Write the phrase “I feel like a _________. (I.” Pass out the writing page included with this lesson and have the students write their answers in the blank with a pencil. They will be able to read and sing their book in ABA form. If they are not ready to do this.B. balloon. Ask the students to think of a noun to fill in the blank. Create movements or ask the students to create them. Write down several of their answers.3) Write new verses to familiar songs. Indicator(s) from Scope and Sequence: • • Sing familiar songs in an ensemble.1) Warm-Up: Sing and move to any AB or ABA song already taught and review the form. Then ask them think of an adjective (a describing word) for their noun or a verb (an action word). Independent Activities/Meaningful-Use Task: Assessment: Make note of the students who are not on task or who need more time for mastery of the skill of recognizing the different sections of music in the song. Ask them to listen again and identify how many different sections they hear. Echo sing the song and have them perform a different movement with each section. tower.Prince George’s County Public Schools . Guide them by giving several examples such as butterfly. 145 Curriculum Framework – Elementary Vocal and General Music . they may begin to draw a picture of their answer in the box provided with their pencil. Those students who recognize the different sections of music in the song consistently should receive a 1 for their assessment grade.SAMPLE LESSONS Grade 1 – Lesson 8 Lesson Title: R W Music and Writing Overview: Students will learn to sing “Shoo Fly Don’t Bother Me” and create a class book by writing and illustrating their own answers to a phrase from the song in order to identify ABA form. (III. Ask which section is sung last? Identify the form as ABA. Many children will already know it.” on the board or on a chart. or race car. Listen to “Shoo Fly Don’t Bother Me” from Spotlight on Music – 2. The movements may match the steady beat or be more like a circle dance. Those students should receive a 2 for their assessment. lion. identify the A section for them and ask them to signal each time they hear the B section.

Introductory and Developmental Activities: Review the song sheet tasks. Day 2: Warm-up: Completing the Class Song Book Sing and move to “Shoo Fly Don’t Bother Me. This makes the pictures look better. Present their book to them at the next class and sing through it. class name. Those students who stay on task and complete their song sheet page should receive a 1 for their assessment grade. trace over their answers with a permanent fine-point black marker.SAMPLE LESSONS Closure Activities: Collect papers and pencils and sing a closing or line-up song to end class.” Identify the form again as ABA. Assessment: Make note of students who are not on task and do not complete their song sheet page. Include the original lyrics to the song as the first page of the book. They are to fill in the blank with their noun and an adjective or a verb. Label the A and B sections for reinforcement. Independent Activities/Meaningful-Use Task: Have the students finish their answers and pictures in pencil. Put all completed pages into a plastic sheet cover and place in a binder with a cover page stating the song title.. When they are done. If time permits. and draw a picture in the box to illustrate their answer. Check over the papers for spelling errors and completion of work before the next class. They will be reading and singing their own class book.Prince George’s County Public Schools 146 . Review the song as a class. they may add color to their picture with crayons or markers. month and year. They may sing their answers in class when they are done or try to read and sing someone else’s answer. Guided Practice: Share a page that has already been created as a model or show several good examples from the class or another class. Curriculum Framework – Elementary Vocal and General Music . Those students should receive a 2 for their assessment grade. Closure Activities: Extension: Select several of the student pages to sing in the song. It may be a good idea to use the black fine-point permanent marker to trace over all pencil markings in their pictures if time permits.

I feel. I feel like a ____________________________ Curriculum Framework – Elementary Vocal and General Music .SAMPLE LESSONS Writing Page I feel. I feel.Prince George’s County Public Schools 147 .

etc. stripes and even silly ones like baseball hats and beards. Signal to the students when each new variation begins so that they can start the next box. Explain that the music they will hear will take a theme and repeat it but with different sounds each time. tired voice.Prince George’s County Public Schools 148 . Demonstrate how they might add the changes like fins. Independent Activities/Meaningful-Use Task: Play the “Trout Quintet” from Spotlight on Music – 6 and have students draw. Then have students say it using a happy voice. they should draw the same fish as the previous box but add something new each time. If they finish their fish drawing. Blue Fish. Seuss’ One Fish. Warm-Up: Introductory and Developmental Activities: Have students repeat it the same way. (II. Curriculum Framework – Elementary Vocal and General Music . sad voice. Red Fish.C. Assess the students’ work using the following scoring tool: 1 – Students drew pictures. (This lesson ties in with Second Grade Reading Theme 1 called “Silly Stories. Guided Practice Activities: Distribute the drawing sheet included with this lesson. 2 – Students were not listening to the music or attempting any pictures.”) Indicator(s) from Scope and Sequence: • Relate musical sounds to visual art identifying repetition and contrast. they could add details in each box to create a fish tank picture. As each variation in the “Trout Quintet” is played.1) Have students read the title for Dr. Two Fish.SAMPLE LESSONS Grade 2 – Lesson 1 Lesson Title: R W Trout Quintet and Art Overview: Students will recognize theme and variations in order to create an original drawing of a fish and six variations. which demonstrate an understanding of contrast in theme and variations while listening to the music without talking. mad voice. Demonstrate how students should draw a plain fish in the top box. Assessment: Closure Activities: Have students examine their papers to find if their pictures are all the same (showing repetition) or different (showing contrast).

SAMPLE LESSONS Name _________________________ Homeroom _________________________ Trout Quintet Curriculum Framework – Elementary Vocal and General Music .Prince George’s County Public Schools 149 .

Curriculum Framework – Elementary Vocal and General Music . (II.) Introduce the concept of drawing from “imagination. (See attached worksheet. Mi.B) Teach the children a tongue twister.” Alliteration is the use of similar consonants for the poetic or literary effect achieved by using several words that begin with the same or similar consonants. (I.Prince George’s County Public Schools 150 . Then have them write a tongue twister about the critter they have created utilizing alliteration to describe their critter’s home. repetition and contrast. By the Seashore” or “How Much Wood Would a Woodchuck Chuck.C.C.” Their critters do not have to look like real animals.SAMPLE LESSONS Grade 2 – Lesson 2 Lesson Title: R W Crazy Critter Songs Overview: Students will create “Crazy Critters” in order to compose song stories about them demonstrating knowledge of beginning consonant blends. Assign a consonant blend to each student by writing the blends on slips of paper and have each student select one. such as CR. as in “Whither wilt thou wander. Mi. The assigned blend will serve as the repeating consonant sound.B. Fa. Re. environment and/or form of movement etc.1) Relate body movements to tempo. using one pitch on each word. (The Second Grade Reading Theme 1 called “Silly Stories” would be a nice link for this lesson.) Indicator(s) from Scope and Sequence: • • • • Perform simple ostinato patterns to accompany songs using classroom rhythm instruments. Independent Activities/Meaningful-Use Task: Ask students to create a critter drawing using only the letters in their blend. (III. (I. such as “Sally Sells Seashells.” The choral warm-up. They should be prepared to share it with the class as they show their drawing. “Chewy chocolate cherries are Charlie’s choice” is also good.1) Relate musical sounds to visual art identifying repetition and contrast. Perform tongue twister for the class.1) Develop the ability to compose and arrange music. Introduce the concept of “alliteration. food. Do. Students should practice saying their tongue twister maintaining the tempo while they are saying it. Warm-Up: Introductory and Developmental Activities: Present teacher example of a cluster critter to the class. Re. rhythmic patterns. The pitches are Do. wayfarer?” Guided Practice Activities: Model the process for creating cluster critters.

Those who present their song story following the directions will receive a 1 for their assessment grade. show them how to play a rhythm pattern while they chant their tongue twister in rhythm. Introductory and Developmental Activities: Review how to speak their tongue twisters rhythmically in tempo. At points in the story that they decide on. Curriculum Framework – Elementary Vocal and General Music . They may work alone or in small groups if preferred.Prince George’s County Public Schools 151 . the group may choose one member’s critter to use for the story. If working in a group. Day 2: Setting the Stories to Music Warm-Up: Start with a tongue twister from the previous class. Have students make up their own rhythm pattern to go with their tongue twister. from the previous lesson. Closure Activities: Perform the opening tongue twister(s) again.SAMPLE LESSONS Assessment: Those students who did not create a tongue twister or cluster critter should receive a 2 for their assessment grade. Then. Guided Practice Activities: Independent Activities/Meaningful-Use Task: Allow the students to work on their own story songs. Those students who were able to perform the tongue twister that goes with their cluster critter drawing should receive a 1 for their assessment grade. environment and/or form of movement. Those who have not created a song story or make no attempt to perform their song story will receive a 2 for their assessment grade. Assessment: Have students again display their “Crazy Critter” drawings and have them perform their song stories for the class. Review information the students may have made up about their critter’s home. etc. they should say their tongue twister and add their rhythm pattern. steady beat that they are required to follow. Make sure to establish a strong. food. Closure Activities: Review several of the tongue twisters created by class members. Explain that students will now be making up a story about their critter.

SAMPLE LESSONS Crazy Critter Drawings Curriculum Framework – Elementary Vocal and General Music .Prince George’s County Public Schools 152 .

(I. (See attached song sheet. Continue with the whole song. Substitute the star manipulatives in the attached worksheet for the magnets. Independent Activities/Meaningful-Use Task: Curriculum Framework – Elementary Vocal and General Music . Going note by note and using the lyrics of the song as well as the hand signs. note by note and have students come up to put the notes on the board. Draw a two line staff on the board and choose a student to place magnets on board to create a sol-mi-la pattern.) Draw the two line staff on the board as it is shown on the song sheet.2) Relate body movements to melodic direction.1) Read and sing “sol-mi-la” patterns as notated on the music staff. (I.SAMPLE LESSONS Grade 2 – Lesson 3 Lesson Title: R W Melodic Notation using “Star Light” Overview: Students will use melodic manipulatives in order to read melodic notation on a two line staff. discuss with students how to put the stars on the two lines to show the melody for the first phrase of the song. Sing the next phrase of the song.C. using hand signs and lyrics then hand signs and note names. Student chooses another student to sing the pattern.) Indicator(s) from Scope and Sequence: • • • • Sing simple “sol-mi-la” patterns using hand signs.) Guided Practice Activities: Introduce the star manipulatives.D. Child who sings pattern correctly changes the pattern and chooses another child to sing. one for Sol. Then sing using note names.Prince George’s County Public Schools 153 .1) Identify and sing. (The Second Grade Reading Theme 2 is called “Nature Walk. one for La. At the end of the second phrase. (I.” This lesson would be a good link to the Reading Theme for the students. melodic direction.B. and the other for Mi with the note names on the manipulatives. Mi and La.2) Begin with the “Can You Sing Sol-Mi-La?” activity. Warm-Up: Introductory and Developmental Activities: Review the hand signs for Sol.) Sing the first phrase with hand signs and song lyrics from the stars on the board. Then add the words. (See example in attached song sheet. Echo the first phrase from “Star Light” using hand signs and their names.D. from written notation. (I. The stars should be in three colors. sing what is already notated. Echo sing simple four beat sol-mi-la patterns with hand signs with the whole class. (Instructions for constructing these are included.

Assessment: Have the students sing the whole song with hand signs and note names while the teacher points to the stars on the board.” birds for “Bluebird. Extensions: Curriculum Framework – Elementary Vocal and General Music . Those students who are visually following the notes on the board and consistently using the correct hand signs should receive a 1 for their assessment grade. tiptoes (la). Those students should receive a 2 for their assessment grade. Practice singing the whole song with note names and hand signs. Other ideas for manipulatives with limited note songs – trains for “Engine #9. Put a four beat pattern on the board with stars from the song. and squat (mi). Closure Activities: Review the hand signs used for the song.Prince George’s County Public Schools 154 . Make note of those students who are not looking at the board or are not doing the hand signs.” pennies for “Who Has the Penny?.” hearts for “Georgy Porgy.SAMPLE LESSONS Do the same for the last two phrases of the song. Do a couple more if time permits. Give students thinking time and then have them read and sing the pattern using hand signs and note names. Have students stand to sing the song. Using the following positions have them move to show the melodic direction while doing the hand signs and singing: stand (sol).” etc.

Prince George’s County Public Schools 155 . star bright. two yellow stars. sol mi Star light. Wish I may. and eight white stars using the pattern below. Put magnets or tacky on the back to stick to the board. sol mi sol. wish I might. Laminate the stars. First star I see tonight. la sol. MANIPULATIVE CONSTRUCTION: Make thirteen blue stars. Label the blue stars with Sol. sol mi. Have the wish I wish tonight.SAMPLE LESSONS Star Light. Star Bright Sol mi sol mi Sol mi. sol mi Sol. Curriculum Framework – Elementary Vocal and General Music . Label the white stars with Mi. Label the yellow stars with La. la sol. sol mi Sol.

tiptoes (la). Echo sing simple four beat sol-mi-la patterns with hand signs with the whole class. Continue with the second phrase.1) Review the hand signs for Sol. have them move to show the melodic direction while doing the hand signs and singing: stand (sol). Warm-Up: Introductory and Developmental Activities: Introduce the first phrase of “Dog Named Nickel” using hand signs and their names.) Indicator(s) from Scope and Sequence: • • • • • Sing simple “sol-mi-la” patterns using hand signs. (III.2) Relate body movements to rhythmic patterns.B. Then add the words.Prince George’s County Public Schools . (See attached song sheet. Have students stand to sing the song. Mi and La. from written notation.) Discuss whether this could really happen or not. Guided Practice Activities: Change the word ‘nickel’ in the song to “penny’ and make up a new verse with something that rhymes with penny. Those students who are singing and did help with new verses should receive a 1 for their assessment grade. (I. (I.1) Identify and sing. Decide whether the verse should be silly or real and use that as a guide for the new verse. Put the verses in order from the lowest coin to the highest coin. Sing the whole song. Assessment: Make note of those students who do not add anything or who do not sing the complete song.1) Read and sing “sol-mi-la” patterns as notated on the music staff. melodic direction. Using the following positions.SAMPLE LESSONS Grade 2 – Lesson 4 Lesson Title: R W Rhythmic Improvisation – Dog Named Nickel Overview: Students will create a rhythm pattern in order to accompany a song with new verses created by the class. (Second Grade Reading Theme 4 is called “Amazing Animals. and squat (mi).” This lesson would be a good link to the Reading Theme for the students. Those students should receive a 2 for their assessment grade.D. (I.2) Improvise simple rhythmic phrases. Independent Activities/Meaningful-Use Task: Have students name other coins. Notate the song on the board on a two line staff as indicated on the attached song sheet.D.C. (I. Make up new verses for other coins. 156 Curriculum Framework – Elementary Vocal and General Music .A.

A Dog Named Nickel Sol la la sol sol mi mi sol la sol mi Sol sol la la sol sol mi mi Sol sol la la sol mi I had a little dog. he turned into a pickle. Curriculum Framework – Elementary Vocal and General Music .SAMPLE LESSONS Closure Activities: Review the hand signs used for the song. his name was Nickel Every time I turned around.Prince George’s County Public Schools 157 . Encourage the students to make up their own verses for the song at home.

Curriculum Framework – Elementary Vocal and General Music .D.1) Review the hand signs for Sol. (I. and squat (mi).A. Those students should receive a 2 for their assessment grade.Prince George’s County Public Schools 158 . have them move to show the melodic direction while doing the hand signs and singing: stand (sol).) Have students stand to sing the song. (See attached song sheet. (I. Make note of students who do not add anything or who do not sing the complete phrase. Using the following positions.” This lesson could be a good link to the Reading Theme for the students.C. Then add the words.B. (I. They could add food items as well as utensils.) Indicator(s) from Scope and Sequence: • • • • • Sing simple “sol-mi-la” patterns using hand signs. teacher should monitor who is singing at the appropriate time. Echo sing simple four beat sol-mi-la patterns with hand signs with the whole class. melodic direction. Continue with the second phrase. Notate the song on the board on a two line staff as indicated on the attached song sheet. Those students who are singing their new phrase at the appropriate time should receive a 1 for their assessment grade. They sing at the appropriate time in the song. Guided Practice Activities: Introduce the solo phrase. Independent Activities/Meaningful-Use Task: Sing the song as a group.1) Read and sing “sol-mi-la” patterns as notated on the music staff.D. from written notation. (Second Grade Reading Theme 5 is called “Family Time. (I. The group repeats their phrase after them. Continue until everyone has had a turn passing the fork to the next person each time. Pass a plastic fork or spoon to the first person who will add the solo phrase. Assessment: As the students sing the song with solo parts.SAMPLE LESSONS Grade 2 – Lesson 5 Lesson Title: R W Melodic Improvisation . List a few of the possible items that are needed to set a table. Warm-Up: Introductory and Developmental Activities: Introduce the first phrase of “Mabel” using hand signs and their names. (III. Give students an opportunity to think of at least three ideas that they can add to the song. tiptoes (la).2) Relate body movements to melodic patterns. Mi and La.1) Identify and sing.Mabel Overview: Students will improvise a melodic response in order to add an ending to a song.2) Improvise simple melodic phrases.

Don’t forget the _____?_____ (solo) Don’t forget the _____?_____ (group) Sol. mi. mi. Just as fast as you are able. sol. sol mi Curriculum Framework – Elementary Vocal and General Music . sol. mi. mi.SAMPLE LESSONS Closure Activities: Review the hand signs used for the song. set the table.Prince George’s County Public Schools 159 . Mabel. sol mi Mabel. Mabel Sol mi sol mi Sol la sol mi Sol.

Those students who are able to play the patterns with the music should receive a 1 for their assessment grade.A.1) Use the song “Matarile” from Share the Music – Songs to Sing and Read.D. Distribute copies of the Tapping Sheet for “The Toreadors” that shows dots with starburst/no starburst.) Using the picture at the top of the Tapping Sheet. Observe the students and make note of those who are not on task or have difficulty performing the patterns. Discuss how many times the section repeats.C. have students suggest what toreadors are. Warm-Up: Introductory and Developmental Activities: Guided Practice Activities: Discuss how to write these patterns with standard musical notation using quarter notes and rests. Those students should receive a 2 for their assessment grade. Look at the dot patterns.Prince George’s County Public Schools 160 . Curriculum Framework – Elementary Vocal and General Music . (Second Grade Reading Theme 6 is called “Talent Show. Have students share their movements with the class. (See attached sheet.1) Relate body movements to rhythmic patterns.” This lesson could be linked to that reading theme. repetition and contrast.SAMPLE LESSONS Grade 2 – Lesson 6 R W Lesson Title: Rhythm reading with “The Toreadors” Overview: Students will identify rhythm patterns in order to play them for the A section of “The Toreadors” noting which ones are the same/different and finding the strong/weak beat pattern.1) Identify and sing. first without music and then with music. Have students read patterns while playing paper plate cymbals. like/unlike phrases of songs from various cultures. Have students use the tapping sheet while listening to “The Toreadors” from Carmen by Bizet. (I. Distribute two paper plates to each student. (I. (I. Add additional cultural information. Independent Activities/Meaningful-Use Task: Assessment: Have students read and perform the patterns with their paper plates. Decide which are the same and different.) Indicator(s) from Scope and Sequence: • • • Find the strong and weak beat patterns in duple and triple meter. from written notation. Closure Activities: Review the concept of same and different phrases by clapping the same pattern and having the students identify the different pattern by standing up when it is heard. Have students play “Make Your Move” making up movements that show which phrases are the same and different.

SAMPLE LESSONS Tapping Sheet – “The Toreadors” The Special Ending Curriculum Framework – Elementary Vocal and General Music .Prince George’s County Public Schools 161 .

Compare the form of the “March” to “Jingle Bells.” Decide on movements to go with the first and second parts of the music to show AB form. Have students create simple movements to accompany their section.C. (I. grade 2. (II. Indicator(s) from Scope and Sequence: • • • • Identify sound patterns in simple forms such as AB and ABA. grade 2. grade 2 and from Spotlight on Music .1) Relate musical sounds to visual art identifying repetition and contrast. Play the song again and have students hold up color squares to show which section of music is being sung. Compare the form of the “Overture” to “Jingle Bells. Curriculum Framework – Elementary Vocal and General Music . Listen to the “Overture from the Nutcracker” using the map on Resource 2. (III.1) Arrange given musical ideas (excerpts) to create musical forms such as AB and ABA.Prince George’s County Public Schools 162 . Independent Activities/Meaningful-Use Task: Perform the AB form and the ABA form. Pass out color squares of two colors with the letter A on one color and the letter B on another to each student. Listen to the “March from the Nutcracker” using the map on Resource 2.3) Relate body movements to repetition and contrast.1) Sing “Jingle Bells” from Share the Music.C.” have the students decide how to make an AB form and an ABA form. Discuss The Nutcracker ballet.10 from Share the Music. Assign each group the letter A or B. Have students sing and perform their movements at the appropriate time. Discuss the form of this song (verse-refrain or AB). Discuss what makes the two musical selections from The Nutcracker different. Warm-Up: Introductory and Developmental Activities: Guided Practice Activities: Using “Jingle Bells” and “We Wish You a Merry Christmas.9 from Share the Music. play the jingle bells and scurry during the B section to show ABA form.” Play the rhythm sticks while marching during the A section.A.1. (I.SAMPLE LESSONS Grade 2 – Lesson 7 Lesson Title: Form and The Nutcracker Overview: Students will compare two parts of The Nutcracker in order to describe what makes one AB form and the other ABA form.B. Divide students into groups of three to four.

Those students who demonstrate an understanding of AB and ABA form by moving and singing in the correct manner should receive a 1 for their assessment grade. Those students should receive a 2 for their assessment grade. Closure Activities: Review these concepts by clapping an AB or an ABA set of patterns and have the students identify them correctly.Prince George’s County Public Schools 163 . make note of those students who are not on task or who need more time for mastery of this skill. Curriculum Framework – Elementary Vocal and General Music .SAMPLE LESSONS Assessment: As students perform the AB and ABA forms.

SAMPLE LESSONS Grade 2 – Lesson 8 Lesson Title:

Exploring Musical Form with Digital Resources

Overview:

Students will arrange given musical ideas in order to create musical forms such as AB, ABA, and Rondo forms. Their compositions will be saved. Students will use digital resources including websites and/or computer software to do their creations.

Indicator(s) from Scope and Sequence:
• • • • • Arrange given musical ideas to create musical forms such as AB, ABA, and rondo. (III.B.1) Listen to and express opinions about recorded musical performances, both audio and video. (V.A.1) Identify sound patterns in simple forms such as AB, ABA, and rondo. (I.A.3) Relate body movements to repetition and contrast. (I.C.1) Examine ways in which music is a part of each student’s life and the lives of children around the world. (II.A.1)

Student Standards for Technology Literacy Addressed in this Lesson
• • • • • • • Use computer and multimedia technology with some teacher support. Use the mouse/touch pad correctly. Select and insert images and text. Select text by highlighting to perform functions such as deleting, changing fonts, and moving text. Use technology tools including software and hardware, from a range of teacher selected options to learn new content or reinforce skills. Describe ways the selected technology tools are being used to support learning goals and accomplish tasks. Communicate with various audiences independently or with assistance using different media formats.

Day 1: Experiencing ABA
Warm-up:
Students will play a matching game or sing a song in ABA form. Online Resources • Melody Memory Game, http://www.melodymemorygame.com/ • Match the Musical Phrase Game, http://creatingmusic.com/puzzles/puzzles.html • Sing a Song in ABA form (Start with slide 3), http://civic.acadiau.ca/links/Composition%20Lessons/ABA_Composition.ppt

Curriculum Framework – Elementary Vocal and General Music - Prince George’s County Public Schools

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SAMPLE LESSONS
(No-Tech Option: Place several melody cards and their matches facing the blackboard. Ask a student to turn a card. Play or sing the melodic phrase on the selected card and the child will guess which hidden card has a matching melody. When the children find a match, show both cards and play or sing them as an AA phrase.)

Introductory and Developmental Activities:
Remind the students they were asked to find matching phrases in the warm-up. Explain that when music is organized using these phrases, they are called musical themes. Communicate that composers use musical themes so that the mood of the music can be understood. When all the parts are put together, a composition’s musical form can be identified. Musical form is how the music is organized.

Guided Practice Activities:
Let students listen to Robert Schumann’s composition “Folk Song” from Album for the Young. Three-Part (A B A) Form Website 1 (QuickTime Plug-in Required), http://raider.muc.edu/~miskeljp/intro/kamien/t/aba/aba.htm Outline the phrases kinesthetically as the students listen to the music. Although it is not necessary for the students to see the notation and analysis at this point, they should be encouraged to mirror the movements. (Kinesthetic representation of the phrase could include drawing the phrase in the air or pointing to sound motifs in the air or on a chart. More examples of kinesthetic movement have been included in the extension section of this lesson. In any case, emphasize the use of shorter notes in the B section by changing the type of movement for this section. A diagram has been included below to organize your movement.) Sections Measures A 1–8 B 9 - 16 (faster) A 17 – end

Use questioning to help students identify each section. Examples: Are all of the phrases alike? Did you move the same way for the entire composition? How did your movement change? Did any sections repeat?

Independent Activities/Meaningful-Use Task:
The instructor identifies the first theme as section A. The students should be able to distinguish the form of the selection by identifying the middle theme as different (B) and the last section as similar to the first theme (A). Review the selection again using the automated movie version of this sound clip so that the students can see the music and the form as they listen. Three-Part (A B A) Form Website 2: http://raider.muc.edu/~miskeljp/intro/kamien/t/aba/aba.mov

Closure Activities:
Show the motions for each section of the ABA piece again and have students identify which section is being shown by calling out A or B depending on the movement they see.

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Day 2: Composing ABA
Warm-up:
Review the concept of composing in ABA form by using the following websites: Making Tracks Composer: http://www.bbc.co.uk/radio3/makingtracks/makeatune.shtml (This site offers a point and click method for sound selection in any form.)

Introductory and Developmental Activities:
Explain that the class will be composing a piece in ABA form. Play a student composition from the following website. Student Composition in ABA Form (A prompt to download Scorch should be expected.) http://www.vtmidi.org/examples_scores/FinalDavidOpus9.htm

Guided Practice Activities:
Guide students, using Finale NotePad, to create like and unlike phrases that can be combined to create various musical forms such as ABA. Students should have hands-on training in a lab or a one-computer classroom with the aid of an online tutorial. “Document Setup Wizard”, http://www.atomiclearning.com/finale_notepad

Independent Activities/Meaningful-Use Task:

Students should identify types of melodic movement using website for melodic contour and decide the type of contour their musical theme will have. “Melodic Contour”, http://www.creatingmusic.com/contours/index.html

Closure Activities:
Have selected students share what they have developed for their ABA form. Let students know that they will continue to work on their ABA composition in the next lesson.

Day 3: Partner ABA’s
Warm-up:
Review the concept of composing in ABA form by using the following websites: Music First! Form Activity: http://highered.mcgrawhill.com/sites/0072287683/student_view0/chapter11/activities.html# (This site offers a point and click method for examining musical form.)

Introductory and Developmental Activities:

Have students share what they need to do to create an ABA form. Have students work with a partner to create their composition in ABA form. Each student will create a melodic phrase (A) consisting of eight beats of music. Students should be encouraged to use the playback feature to make changes to their compositions. They should also try to use familiar rhythms such as: quarter notes and rests, eighth notes, half notes and rests, etc. in their compositions. After saving their performance of their eight beat phrases for their partner, they will
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Independent Activities/Meaningful-Use Task:

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create a contrasting eight beat phrase for theme B. Students can restate the A section or use the cut and paste feature of the software to add the final section to their ABA composition.

Assessment:
Use the following rubric to assess student compositions: 1 – The composition has three eight beat phrases/themes that follow ABA form and the B section is in contrast musically to the A section through melodic contour, rhythm, or other distinctive musical elements. 2 – The composition does not explore the use of eight beat phrases/themes to reflect the form ABA.

Closure Activities:
Students will be asked to reflect on the process by responding to the following prompt in their student journals: Is revising or making changes to the music composition during the writing process a good idea? How did revising affect the final composition?

Additional Lesson Materials:

Additional Tutorials: Band in a Box: Use this to add accompaniment/harmony to student compositions. http://www.pgmusic.com/bbdemovideos.htm

Kinesthetic Approach: Hoedown Visual Listening Map Video (Chart) http://faculty.weber.edu/tpriest/VisualListeningMaps/Hoedown2.mov Hoedown Kinesthetic Listening Map Video (Movement): http://faculty.weber.edu/tpriest/Kinesthetic%20Listening%20Maps/Hoedown.mov Interactive Music Composition Sites: San Francisco Symphony’s Composerizer, http://www.sfskids.org/templates/musicLabF.asp?pageid=15 (This sight has short phrases which can be organized and replayed to create a theme.) Morton Subotnick’s Creating Music Website, http://creatingmusic.com/mmm/index.html Article: It’s Elementary: Integrating Music Technology, http://metmagazine.com/mag/elementary/index.html Optional Software and Usage: Basic: Use Music Ace “Doodle Pad” to organize pictorial representations. Proficient: Use Finale Notepad to create like and unlike phrases. Advanced: Sibelius can be used to create short compositions in ABA form. Exemplary: Use Garage Band to combine recorded voices/instruments with digital medium.

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SAMPLE LESSONS Grade 3 - 6 – Lesson 1 Lesson Title:
R W

Multiple Meanings in Music

Overview:

Students will explore music vocabulary words in order to identify the correct music definition from the context of the sentence for those with multiple meanings.

Indicator(s) from Scope and Sequence:
• • Define tempo, dynamics, and meter using musical terms. (I.A.1) Describe characteristics of music such as crescendo, decrescendo and accent using appropriate musical terms. (I.A.2) Have students make a list of music words, one for each letter of the alphabet, if possible. Encourage students to use the word walls, displays, and bulletin board information.

Warm-Up:

Introductory and Developmental Activities:

Discuss which ones on the list have multiple meanings. Examples: pitch, note, piano, rests, instrument. Discuss how the sentence context helps to determine the meaning. Divide students into pairs. Assign each pair of students one of the music words with multiple meanings. Each pair should think of two sentences using each of the words but in a different context.

Guided Practice Activities:

Independent Activities/Meaningful-Use Task:

Student pairs should share their sentences with the class. The class should give the meaning for each word. Have students complete the worksheet given here (or something similar) and assess using the following rubric: 4 – Students select the correct definition for each word with 90% accuracy. 3 – Students select the correct definition with 80% accuracy. 2 – Students select the correct definition with 70% accuracy. 1 – Students select the correct definition with 60% accuracy. 0 – Students select the correct definition with less than 60% accuracy.

Assessment:

Closure Activities:
Ask students to think of other music words that have multiple meanings.

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MULTIPLE MEANING WORDS In the following example, each word has more than one meaning. Select the word, which has the same meaning as the underlined word. _____ A. B. C. D. _____ A. B. C. D. _____ A. B. C. D. _____ A. B. C. D. _____ A. B. C. D. notation sounds music strings sound throw melody angle 2. beat rhythm speed dynamics 3. instrument softly keyboard fast 4. pieces of paper music pitches letters reading parts 5. In order to read guitar tablature you must understand what chords are. When Mrs. Johnson sings the notes she sings very beautifully. When the orchestra played piano, the audience struggled to hear. The tempo of the march made it very exciting. 1. The pitch of the violin was very high.

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In this passage the word bass means _____ A. _____ C. 2. One of our favorite dances is the Cha Cha Slide. _____ C. As we walked closer. _____ B.Prince George’s County Public Schools 170 . It has a very strong bass part and the beat is easy to hear. _____ B. In this passage the word crescendo means to _____ A. The last song was supposed to be sung in harmony but I could only hear the melody. fish high loud low Curriculum Framework – Elementary Vocal and General Music .SAMPLE LESSONS USING CONTEXT CLUES Use clues from the following passages to find the meaning of the underlined words. When we arrived at the park we realized that a concert was taking place. In this passage the word harmony means _____ A. _____ D. _____ C. Select the phrase. get louder walk slowly run quickly stop playing Yesterday my mother and I went to my sister’s concert at school. _____ D. the music began to crescendo. which has the same meaning as the underlined word. While walking to the park with my grandmother we heard music playing. _____ B. _____ D. 1. two or more parts with the band one part as a solo 3.

(I. Discuss what happens with the beat. This position is the ‘pass it’ position.A.1) Sing a variety of western and non-western folk and composed songs including those in other languages. ) Indicator(s) from Scope and Sequence: • • • • • • Define tempo using musical terms. (II.1) Interpret music in free and patterned forms in various meters using body movements.” Have students tap the beat with their right hand only on the floor while singing. Explain to students that they will be playing passing games from different countries to practice tempo. (IV. (II. Also the Third Grade Reading Theme 1 called “Off to Adventure” has a section on listening to and writing about world music.1) Construct support for individual interests in different styles and kinds of music. Have students move their right hand in front of their neighbor’s left knee. instruments to play. Passing object will move around the circle in a counter clockwise direction. Have students practice the action first without a block and then with a block.Prince George’s County Public Schools 171 . This position is the ‘pick it up’ position.” Class should be sitting in a circle.1) Compare the music for various groups of people as a part of everyday life.B. For a more challenging game. Guided Practice Activities: Introduce the passing action for “Engine #9. Pieces of the unit could be done if materials are not available for all the songs. give each student a block so everyone passes at the same time. They will use only their right hand for the games. Curriculum Framework – Elementary Vocal and General Music . (I. This would be a great link between music and reading. (II.A. Do the same while singing at a slower tempo. (This unit may take several lessons. Independent Activities/Meaningful-Use Task: Add the song when the passing action is smooth.1) Review the song “Engine #9. Discuss tempo.SAMPLE LESSONS Grade 3 – Lesson 2 Lesson Title: R W Tempo – Beat games Overview: Students will play a variety of beat games from different cultures in order to compare two of the games as well as telling which they prefer.2) Explain preferences for songs to sing. music for listening and related activities. Students should cross their right hand on the floor in front of their left knee. Warm-Up: Introductory and Developmental Activities: Sing the song at a faster tempo.A.A.C.

Remind students which hand is active.K. 172 Curriculum Framework – Elementary Vocal and General Music . Ask what resources the children who live near the coast in Ghana may use.Prince George’s County Public Schools . Next class. Then have students put both hands behind their back. there will be a game from Africa with something different being passed. thumb (left). Introductory and Developmental Activities: Play “Bob-a-Needle” from Shake It To the One That You Love the Best. Review the action from “Engine #9” with the “Obwisana” recording. Have students pat the beat while listening. Have students tap the beat with their right hand only on the floor while singing.SAMPLE LESSONS Closure Activities: Review the passing action for the game and what happens to the passing action when the tempo gets faster. Play a recording of “Obwisana” from Share the Music. there will be another game from America with a slightly different passing action. (Shells) Introductory and Developmental Activities: Guided Practice Activities: As children become more proficient. The students’ left hand should be behind their left hip while seated so that their neighbor can reach it to place the object in the left hand. There is a version of this game in Share the Music where the pattern is: pick it up. thumb (right). Review the passing action for the two games and what happens to the passing action when the tempo gets faster. Independent Activities/Meaningful-Use Task: Closure Activities: Have students compare and contrast the two games played so far. Have students pat the beat with just their right hand. Day 3: African American Children’s Game Warm-Up: Review the song “Obwisana” and have students show the passing action while singing. Discuss with students where the song originates and the use of natural resources by children playing the game. Have students sing along as they become familiar with the song. pass it. The right hand is still active and passes the object from their left hand to their neighbor’s left hand. hand out a stone to each child. Once the passing action is mastered. grade 3 and Spotlight on Music . pass around a rock or stone. using a Venn diagram. Day 2: African Children’s Game Warm-Up: Review the song “Engine #9” with the passing action. Next class.

Day 4: Latin American Children’s Game Warm-Up: Have students listen to the recording of “Acitron” from Share the Music. if available.” but this time passing another item from the natural environment .6. The game is played with someone in the middle trying to guess who has the needle case by the end of the song. grade 3 and Spotlight on Music . Next class. there will be another game from Latin America with something different being passed. Guided Practice Activities: Independent Activities/Meaningful-Use Task: When students are proficient at the game with one stick. using a Venn diagram with additional circles. Closure Activities: Review which games had songs sung in a different language and where they were from. sharing with students the idea that slave children did not have many toys and often had to make do with whatever was handy.SAMPLE LESSONS Guided Practice Activities: Students should be able to maintain the passing action while singing the song. After practice passing one stick. using a Venn diagram with three circles. triqui.” (It. there will be another game in a different language where a stone is passed but from America instead of Africa. got faster. Introductory and Developmental Activities: Review the action from “Engine #9” and “Obwisana.Prince George’s County Public Schools 173 .” On these words.) The same thing happens with “Acitron. tron. After playing.” Review what happened with the tempo in “Obwisana. After playing. have students compare and contrast all the games played so far. a small sewing needle case would be most authentic. distribute sticks to the entire circle. For this reason. A brief discussion of the history of the game would be appropriate here. have students compare and contrast all of the games played so far. Have students pat the beat while listening. have students listen again to the recording for the words ”triqui. Curriculum Framework – Elementary Vocal and General Music . Next class. Practice passing around a small object that can be hidden in their hands while being passed. the person holding the stick taps it twice in front of them before passing it on. Independent Activities/Meaningful-Use Task: Closure Activities: Review the passing action for “Bob-a-Needle” and what happens to the tempo for this game. Review which game had a stone being passed.a stick.

straight.SAMPLE LESSONS Day 5: Native American Children’s Game Warm-Up: Sing “Engine #9” at a slow tempo. Guided Practice Activities: Demonstrate the actions using the two pats on each of the following verbal cues: straight. Students will need to be standing shoulder to shoulder to hide the plate from the person in the center. there will be another game from Japan with something different being passed behind the back. Independent Activities/Meaningful-Use Task: Play this game as a hiding game with a person in the center trying to guess who has the stone. using a Venn diagram with additional circles. hidden in the right hand during the next two pats. Introductory and Developmental Activities: Review the action for “Bob-a-Needle. Next class.” Practice this with the “Sara Watashi” song. Independent Activities/Meaningful-Use Task: Play the game with a standing circle and with the recording. Have students compare and contrast all the games played so far. and then hand to the right side neighbor on the “out” part of the pattern. Curriculum Framework – Elementary Vocal and General Music . Review the passing action for “Bob-a-Needle” and where the hands were for the passing action. Guided Practice Activities: Have students try this standing in a circle. Have students compare and contrast the three games played so far.Prince George’s County Public Schools 174 . cross. Have students pat the beat with both hands while singing. out. demonstrate how the stone is hidden in the left hand on the first two pats. Practice with a paper plate. Introductory and Developmental Activities: Teach the “Cheyenne Hand Game” from Dance Down the Rain. using a Venn diagram. Sing Up the Corn using the Cheyenne language. Closure Activities: Day 6: Japanese Children’s Game Warm-Up: Have students listen to the recording of “Sara Watashi” from Spotlight on Music – 1 and pat the beat. Pat the beat with both hands to match the tempo. switched to the right hand on the cross. When this action is mastered.

have students compare and contrast any two games played. 1 – Students are attempting to follow the directions for playing the game but are not able to maintain the pattern in tempo with the music. Their right hand is active moving from their own left hand picking up the ring and moving it to the right side neighbor’s left hand. Day 7: Jamaican Children’s Game Warm-Up: Play the song “Biddy Hold On” from Share the Music.” The left hand is holding the string ready to receive the ring from the neighbor. Teacher should walk around the circle with a long length of string. They should also write down which game was their favorite and give specific details about the game to support their answer.): 4 – Students are consistently following the directions for playing the game and are able to maintain the pattern in tempo with the music. As a final review of the games. Tie a ring onto the string. there will be another game from Latin America with something different being passed. 3 – Students are generally following the directions for playing the game and are somewhat able to maintain the pattern in tempo with the music. Independent Activities/Meaningful-Use Task: This is a hiding game also with someone in the center trying to guess who has the ring by the end of the song. Introductory and Developmental Activities: Have students stand as in the plate passing game. Next class. grade 3. Curriculum Framework – Elementary Vocal and General Music . Assessment: Observe students as they are playing any or all of the games and assess using the following rubric. (This could be done as a final test at the conclusion or as an on-going assessment through the unit. 2 – Students are attempting to follow the directions for playing the game and are somewhat able to maintain the pattern in tempo with the music.SAMPLE LESSONS Closure Activities: Review the passing action for the “Cheyenne Hand Game” and what happens to the tempo for this game. Have students keep the beat using the action from “Bob-a-Needle” and the plate passing game from Japan. Guided Practice Activities: The ring will be passed along the string using a motion similar to “Bob-a-Needle. Each person should grasp the string with their knuckles up and fingers curled over the string.Prince George’s County Public Schools 175 . 0 – Students are not following the directions and not able to maintain the tempo. using a Venn diagram on paper.

0 – Students did not respond. 0 – Students did not respond. 3 – Students clearly stated and somewhat supported their preference using general details about the game. 1 – Students attempted to respond but answer was unclear or incomplete. Curriculum Framework – Elementary Vocal and General Music . 3 – Students were able to correctly identify two things the same or two things different about the games they selected and something about tempo was included in the comparison. 2 – Students were able to correctly identify only one thing the same or one thing different about the games they selected and nothing about tempo was included in the comparison. Closure Activities: Ask students to define tempo and give examples of how the tempo could be shown from the music done in this unit.SAMPLE LESSONS Scoring tool for the final comparison of two games: 4 – Students were able to correctly identify two things the same and two things different about the games they selected and something about tempo was included in the comparison. 1 – Students attempted to respond but answer was inappropriate or incomplete. 2 – Students clearly stated their preference but did not support with details about the game.Prince George’s County Public Schools 176 . Rubric for their response to the writing prompt about which game was their favorite: 4 – Students clearly stated and fully supported their preference using specific details about the game.

Twinkle.B. Point out the customs that are most common. (Third Grade Reading Theme 2 is called “Celebrating Traditions. instruments to play. grade 4 or 6 and Spotlight on Music .1) Construct support for individual interests in different styles and kinds of music. Warm-Up: Introductory and Developmental Activities: Discuss birthday customs that students have in their own families.e.Prince George’s County Public Schools 177 . Curriculum Framework – Elementary Vocal and General Music . (IV.2) Explain preferences for songs to sing.A. Have the groups pick a familiar tune to use to create a new birthday song. Give students an opportunity to sing the song with the recording. Inform students that they are going to hear a song sung as a birthday song by people in Mexico.SAMPLE LESSONS Grade 3 – Lesson 3 Lesson Title: R W Birthday Songs Overview: Students will sing birthday songs from two cultures in order to create a new birthday song by writing new words to a familiar tune.” “If You’re Happy and You Know It. Review meter by conducting triple meter while singing.” “Old MacDonald. Ask students to identify the country that is our neighbor to the south.1) Sing “Happy Birthday.A. (II. (II. music for listening and related activities. Discuss whether people in other countries celebrate birthdays.” substituting ‘anybody’ for a person’s name.” This would be a nice link for students. The groups should then make up new words for the song. Point out that the Mexican people sing in the same language that they speak. practice it together as a group.1) Compare the music for various groups of people as a part of everyday life.A. “Twinkle.) Indicator(s) from Scope and Sequence: • • • • Sing a variety of western and non-western folk and composed songs including those in other languages. which would provide another link for this lesson.4. Distribute copies of the song or the textbook. i. Go over the Spanish words in the song.” etc. In addition this theme has a section on salsa music. and be prepared to perform it for the class. Independent Activities/Meaningful-Use Task: Divide students into cooperative groups. (IV. Guided Practice Activities: Discuss what language is spoken in Mexico. Play “Las Mananitas” from Share the Music.

SAMPLE LESSONS Assessment: Observe students as they are working and assess using the following rubric: 4 – Students create and perform a new birthday song with a group. 2 – Students create part of the birthday song but are not able to perform it with their group.Prince George’s County Public Schools 178 . Closure Activities: Review birthday customs and compare to Mexico. Encourage students to find out how people in other countries celebrate as well as how other members of their extended family celebrate birthdays Curriculum Framework – Elementary Vocal and General Music . 0 – Students made no attempt to complete the task. 1 – Students attempted to create part of the birthday song but did not finish. 3 – Students create and perform part of a birthday song with a group.

The crocodile and lady sail past the pyramids on the Nile River. Independent Activities/Meaningful-Use Task: Perform the song with movements and dynamics. B.Prince George’s County Public Schools 179 . Draw a picture of the lady sailing on the back of the crocodile on a bright and sunny day. Warm-Up: Introductory and Developmental Activities: Teach “The Crocodile Song” from Music and You. (II. (I. (Third grade Reading Theme 3 called “Incredible Stories” could be linked to this lesson.SAMPLE LESSONS Grade 3 – Lesson 4 Lesson Title: R W Dynamics and Drama in “Crocodile Song” Overview: Students will use dynamics and movements in order to dramatize the story of this song and then create a sequence chain in cartoon form.2) Interpret music in free and patterned forms in various meters using body movements.1) Sequence the events in a musical drama. decrescendo.) Indicator(s) from Scope and Sequence: • • • Describe characteristics of music such as crescendo. F.C.A. and accent using appropriate musical terms. Add the movement directions suggested in the Teachers Manual. (I. sequencing the events in the following manner: A.C. E. The crocodile is shown winking his eye as the lady waves to the crowd. Curriculum Framework – Elementary Vocal and General Music . The lady is shown petting the crocodile. C.” Show the dynamics of the music by opening and closing hands (alligator jaws). The crocodile has a big smile. Try out some of the students’ ideas. Have students take home the cartoon and perform it for a family member. Discuss how dynamics could make the story more interesting.1) Play “Alligator Jaws” game using the “Dance of the Comedians. D. Guided Practice Activities: Have students make a cartoon of this story. grade 3 by rote. The crocodile is shown moving the opposite way and the lady is seen inside the crocodile.

Prince George’s County Public Schools 180 . movements and draw four of the pictures using the directions given 2 – Students use some of the dynamics. 3 – Students use most of the dynamics. Curriculum Framework – Elementary Vocal and General Music . movements and draw three of the pictures using the directions given 1 – Students use very few of the dynamics. 0 – Students made no attempt to complete the task. Closure Activities: Review how the dynamics and the movements added expression to the story and review the sequence of events from the cartoon. movements and draw cartoon using the directions given. movements and draw one of the pictures suing the directions given.SAMPLE LESSONS Assessment: Assess the students’ work using the following scoring tool: 4 – Students use proper dynamics.

1) Select and play instruments to match the mood of extra musical ideas. Introduce the song “Hot Cross Buns” using hand signs and their names. The reading lesson suggests using Old MacDonald however the same thing could be done in music class with the addition of writing down the melody notes with the song “Hot Cross Buns”. Echo sing simple four beat melody patterns with hand signs. Perform the story with the song and sound effects.” (Part of the lesson for reading is to write lyrics for an opening song to go with the cartoon. La. Discuss what needs to be improved. (I.B.1) Improvise simple pentatonic ostinati to accompany familiar songs. Mi.1) Review the “Dogzilla” cartoon story that is part of the Reading instruction for Theme 3 “Incredible Stories.D.) Review the hand sins for Sol.1) Read and sing “mi-re-do” patterns as notated on the music staff. Warm-Up: Introductory and Developmental Activities: Guided Practice Activities: Discuss the story and how the tune of “Hot Cross Buns” might be rewritten to fit the story. and Do. Have students work together to write new words for an opening song for the cartoon. (III. (II. Indicator(s) from Scope and Sequence: • • • • • • Sing simple melodic patterns containing “do” and “re” using hand signs. (I. Evaluate the performance. Practice singing the new words.A. Notate the song using a two line staff on the board.3) Read and perform simple melodic notation including half notes. Add song effects to other parts of the story. Re.SAMPLE LESSONS Grade 3 – Lesson 5 Lesson Title: R W Cartoon Tunes Overview: Students will create song lyrics in order to have an opening song for a cartoon using a familiar melody. (I. Have students make up melody patterns that could be played on tone bar instruments with the new song.D. Then add the words.C.Prince George’s County Public Schools 181 .2) Sequence the events in a musical drama. (III. Independent Activities/Meaningful-Use Task: Curriculum Framework – Elementary Vocal and General Music .B.

2 – Students contributed to the group composition but did not perform it or performed it but did not help with the composition. 1 – Students made a minimal attempt to be part of the group work in either composition or performance. 0 – Students made no attempt to contribute to group work. 3 – Students contributed occasionally to the group composition and performed it. Curriculum Framework – Elementary Vocal and General Music . Closure Activities: Think about other television shows or commercials that have music.SAMPLE LESSONS Assessment: Observe students as they create and perform their new words and music using the following scoring tool: 4 – Students contributed consistently to the group composition and performed it.Prince George’s County Public Schools 182 .

Prince George’s County Public Schools 183 . (I.SAMPLE LESSONS Grade 3 – Lesson 6 Lesson Title: Melodic ostinato with “Laugh. first as the teacher plays it on the piano and then as it is heard in the musical listening.B. grade 5. Then sing this pattern while the teacher sings the song melody. Students identify one of the five patterns clapped by the teacher by hiding the correct number of fingers behind their backs. Ha. Warm-Up: Introductory and Developmental Activities: Introduce the song “Laugh.1) Play “Magic Number. (I. When teacher says “Show me your magic number. Ha” from Share the Music. Then switch parts.2) Sing simple melodic patterns.” Divide the class in half and review the song with the melodic ostinato. Repeat at least four times. Ha. Ha. Practice singing this pattern alone. Isolate the pattern for the first phrase of the song. Ha.B. write five rhythmic patterns on the board. Songs to Sing and Read. Relate this ostinato to the one that the students have just performed with the song “Laugh. Sing the song as a round. (I.3) Read and perform simple rhythmic and melodic notation including half notes. The patterns will contain half notes as well as other rhythmic notation already studied.” Before class.) Indicator(s) from Scope and Sequence: • • • Maintain tempo and pitch while singing familiar rounds. (This lesson may need to be done in two – three class periods.” students show how many fingers they were hiding. Independent Activities/Meaningful-Use Task: Listen to “Pachelbel Canon” from Silver Burdett Music.D. Ha” Overview: Students will recognize a half note in order to sing and play a melodic ostinato pattern that contains a half note. Curriculum Framework – Elementary Vocal and General Music . Guided Practice Activities: Divide the class into two groups having one half sing the pattern while the other half sings the song melody. For additional challenge. divide the class into one additional group and add the melodic ostinato. Give everyone a chance to sing the melodic ostinato part. the teacher sings the pattern while the class sings the song melody. Have the students follow the half note melodic ostinato.

Prince George’s County Public Schools 184 . 0 – Students did not respond. 3 – Students generally maintained the ostinato while others sang the melody 2 – Students attempted the ostinato but could not maintain it while others sang the melody. 4 – Students consistently maintained the ostinato while others sang the melody. Closure Activities: Review the concept of ostinato by clapping patterns that are and are not an ostinato and have the students stand when they hear an ostinato. Curriculum Framework – Elementary Vocal and General Music . 1 – Students sang the melody rather than the ostinato.SAMPLE LESSONS Assessment: Assess while observing the students as they perform the melodic ostinato.

) Indicator(s) from Scope and Sequence: • Sequence the events in a musical drama. Hansel and Gretel. (II. Activity: Assessment: Assess the students’ work using the following scoring tool: 4 – Students drew pictures.) Distribute a sequence chain. Any of the stories could be used for reinforcement of these skills. which demonstrated an understanding of the sequence of the story while listening to the music with some talking. etc. as well. (Third Grade Reading Theme 5 called “Voyagers” has comprehension instruction for predicting outcomes. which demonstrated an understanding of the sequence of the story while listening to the music without talking. Sorcerer’s Apprentice. 2 – Students listened to the music but their pictures did not demonstrate an understanding of the sequence of the story.Prince George’s County Public Schools 185 . 3 – Students drew pictures.Grade 3 – Lesson 7 Lesson Title: SAMPLE LESSONS Assessment Activity R W Musical Drama Overview: Students will draw scenes from a musical drama while listening in order to recognize the sequence. Have students draw pictures to demonstrate an understanding of the sequence of the story while listening to excerpts from the musical dramas. which may be used to familiarize students with the stories. Cinderella.1) Discuss the story in a drama like The Nutcracker. (There are picture books and/or videos with these stories. Curriculum Framework – Elementary Vocal and General Music . 1 – Students listened to the music but did not attempt any pictures.C. 0 – Students were not listening to the music or attempting any pictures.

1) Read and sing “mi-re-do” patterns in various keys as notated on the music staff. 0 – Students did not respond. 1 – Students attempted to create a melody but could not perform it for the class.2) Using the worksheet included with this lesson. Students should be prepared to perform their melody for the class by singing their new melody. 3 – Students created a melody with no more than two errors in melodic notation and performed it with no more than two errors for the class.Prince George’s County Public Schools 186 . re. and mi. have the students review the pattern for “mi-re-do” at the top of the sheet. Curriculum Framework – Elementary Vocal and General Music . 2 – Students created a melody with numerous melodic notation errors and could not perform it for the class. (I. Activity: Assessment: Assess the students’ work using the following scoring tool: 4 – Students created a melody using the correct melody notes and performed it correctly for the class.D. (I.Grade 3 – Lesson 8 Lesson Title: SAMPLE LESSONS Assessment Activity Melody in “Bonefish. Bluebird” Overview: Following instruction on reading melodies using do. Indicator(s) from Scope and Sequence: • • Read and perform simple rhythmic and melodic notation. students will learn to write melodies in order to compose a melody for the words of a song using these melody notes.D. Have students compose a melody for the first three lines of this song and write it on their own paper.

bird. Curriculum Framework – Elementary Vocal and General Music . re. Be prepared to sing what you have written.Prince George’s County Public Schools 187 . Frog in the pool. Mi Re Do Bone - fish. Blue .bins in a tree. Sheep and flea. and do by writing the melody notes on the blank lines above the words using the rhythm notes given. ro . Fly in the cream jar. Clap for all the child - ren here at school. Bluebird Compose a melody for the first three lines using mi. Chick a - dee.SAMPLE LESSONS Bonefish. doo – dle bug.

Curriculum Framework – Elementary Vocal and General Music .Grade 3 – Lesson 9 Lesson Title: SAMPLE LESSONS Assessment Activity Personal Preferences Overview: Students will write about their favorite song using musical terms in order to give support for their preference. Have students complete the following writing activity. 3 – Students clearly stated and supported their preference using at least one of the musical terms correctly and indicating the type of voices or instruments. (IV.1) Discuss/review the definitions for musical terms like melody. music for listening and related activities. Indicator(s) from Scope and Sequence: • • • Define tempo. female. rhythm.1) Explain preferences for songs to sing. dynamics. 1 – Students clearly stated but did not support their preference or used the musical terms incorrectly.A. Discuss/review different singing and speaking voices (male. 0 – Students did not respond. (IV. 2 – Students clearly stated and somewhat supported their preference using at least one of the musical terms correctly or indicating the type of voices or instruments.B.1) Construct support for individual interests in different styles and kinds of music. dynamics and meter using musical terms.Prince George’s County Public Schools 188 .A. tempo. and form. My favorite song is _________________ because ______________________________ ___________________________________________________________________ . (I. (Be sure to use four of the musical terms in your supporting statement as well as some information on what type of singing or instruments or both you hear. and children) as well as instrumental pieces and singing with instruments.) Activity: Assessment: Assess the students’ work using the following scoring tool: 4 – Students clearly stated and fully supported their preference using at least three of the musical terms correctly and indicating the type of voices or instruments. meter.

Discuss what the producers of the music (the performers) would prefer and why. Curriculum Framework – Elementary Vocal and General Music . 3 – Students clearly stated and somewhat supported their preference.Prince George’s County Public Schools 189 . 1 – Students attempted to answer but did not respond appropriately. 2 – Students clearly stated but did not support their preference. Have students complete the following statement: If I had a choice of spending money on a concert ticket. have students listen to a taped recording of a performance as well as watch a video of a performance. a video of a performance. Following a performance of the school chorus or band. both audio and video. Briefly discuss the advantages and disadvantages of each type of performance from the position of a consumer of music. Assessment: Assess the students’ work using the following scoring tool: 4 – Students clearly stated and fully supported their preference. or a tape recording or CD of the performance.SAMPLE LESSONS Alternative Activity: This addresses the following indicator as well: Experience a live performance outside the school setting and compare to recorded performances. I would spend my money on _________________ because ______________________________________________ . 0 – Students did not respond.

and Homepages.SAMPLE LESSONS Grade 3 . Sidebars.C. in a classroom center. Use of removable storage including floppy disk.thinkquest.Prince George’s County Public Schools 190 .html Play the excerpt on the following site: • Musical Selection: “Peter and the Wolf”. Explain the purpose for a chosen media format.edu/Foreign_Lang/Russian/frame4. Display the images located on the following websites: • Two Figures (Russian artist Liubov' Sergeevna Popova) http://www.1) Student Standards for Technology Literacy Addressed in this Lesson: • • • • • • Understand that some programs require connection to the Internet.rollins.html • Above Eternal Peace (Russian artist Isaac II’ich Levitan) http://www. Recognize and use online text features including URLs.org/17321/data/pwmusic.) Indicators from Scope and Sequence: • • • • Sequence events in a musical drama.rollins.D. 1) Construct perspectives from listening to western instrumental music from various historical periods. String Theme (Peter) http://library.edu/Foreign_Lang/Russian/frame3. (II. Drop down menus. (II.1) Listen to orchestral music which features string and woodwind instruments to introduce classification terms: chordophones and aerophones.html Warm-up: Curriculum Framework – Elementary Vocal and General Music .A. Identify use text features to facilitate understanding of informational text. music for listening and related activities. Identify examples of how technology has affected the environment past and present.1) Explain preferences for songs to sing. or as a home to school project.Lesson 10 Lesson Title: “Peter and the Wolf” Listening Map Overview: Student will listen to and classify string and woodwind instrument in order to understand the choices Prokofiev made in selecting instruments when he composed “Peter and The Wolf. (II.B. Students will respond in writing to the following question: Which picture represents the music you are listening to? They should be prepared to explain your answer.” (This lesson can be implemented in a whole class setting. instruments to play. (IV. Hypertext links.

com/tools_templates/sm_nov2002. or membranophones in creating the instructor led web graphic organizer.com/2001/instrumentchart.ppt Help the students identify the characters and the instruments Prokofiev uses to portray them recording their answers on a graphic organizer.htm The students will use group response to classify instruments using the Hornbostel-Sachs system for classification.thinkquest.org/17321/data/quiz. Introduce Sergei Prokofiev. http://www.asp?id=4 Guided Practice Activities: Tell the story of “Peter and the Wolf” and explore the characters and their instruments using any of the following resources: Online text of “Peter and the Wolf“(Print Material is also noted in this plan). Graphic Organizer Websites and Resources • RWT Webbings Tool: http://interactives.primaryresources. Independent Activities/Meaningful-Use Task: Students can begin their independent work by taking an online quiz. Microsoft Word.Prince George’s County Public Schools 191 .org/17321/data/estext.org/view_interactive.html Narrated story with orchestral sounds (PowerPoint) http://www.doc • The following software can also be used to create a graphic organizer: Kidspiration. idiophones.) Classics for Kids.uk/music/powerpoint/peter_and_the_wolf_2.SAMPLE LESSONS Introductory and Developmental Activities: Explain that composers can use music to tell a story or communicate their ideas.dsokids. chordophones.org/17321/data/pandw. http://library. Explain the factors influencing a composer’s decision to use an instrument such as. (Download Flash: 6:01min. http://library. tone quality and range and identify means of sound production of the instruments by using the following website: DSOKids. Listen to an online radio broadcast highlighting the life and music of the composer.musiceducationmadness.ppt “Peter and the Wolf” instruments no sound (PowerPoint) www. In this lesson include the following: aerophones. Inspiration. http://www.mped.aspx?id=127&title • Education World (Downloadable Word Template): http://www.ppt Instruments in “Peter and The Wolf“(PowerPoint) http://www.net/technology/instruct/lessons/elementary/animals/wolf/aspeter.html Web Investigation of “Peter and the Wolf” http://library.com/downloads/Peter and the Wolfppp. and Microsoft PowerPoint.educationworld.lexington1.thinkquest.html Curriculum Framework – Elementary Vocal and General Music .ppt Matching Instruments to Characters (PowerPoint) http://www.thinkquest.classicsforkids. “Peter and the Wolf” Quiz.sover.co.net/~fcsu/gceit/ajarvis%20grade%203%20music%20powerpoint%20appendix .com/shows/showdesc. The students should find a picture of the instrument and listen to its sound as a solo instrument and in an ensemble to determine their response.

4 – Reflections in the journal response are expressed using complete sentences.pdf The students will respond to the following writing prompts in their journals: • What are your feelings about Prokofiev’s instrument choices in “Peter and the Wolf”? • Prokofiev was born in 1891. Paint. Curriculum Framework – Elementary Vocal and General Music . the explanations or opinions expressed are not clear. PowerPoint or scan a painting or drawing of their map to create a digital file. and demonstrate a high level of reflection on the part of the writer.17 .cincinnatisymphony. 1 – Reflections are incomplete or have insufficient detail for the reader to understand the opinion of the writer. p. 0 – No response to assigned task Closure Activities: Allow student time to share their responses in their journal entries. 2 – Reflections in the journal are loosely expressed and are not detailed or clear in expressing the opinions of the writer. The students can use Microsoft Word.org/PDF/SoundsandStories05. However. How would a modern composer like Quincy Jones set the story to music? What instruments would he use? • If you were a musician in the National Symphony Orchestra. 2 – There is not an apparent relationship between the characters portrayed in the music and the instruments and one or more items is out of sequence. 3 – Reflections in the journal response are expressed using complete sentences and exhibit a degree of reflection on the part of the writer. which instrument would you play and why? Assessment: Assess student’s listening map using the following rubric: 4 – The listening map shows the relationship between characters and instruments in the correct order. Allow the students to independently review the websites used in class to support their work. 3 – The listening map shows the sequence of events but does not accurately depict the relationship of characters to their instruments.Prince George’s County Public Schools 192 .SAMPLE LESSONS Students will create a sequential listening map of “Peter and the Wolf” which identifies the characters and predominant instruments as they appear in the story.20) http://www. 0 – No response to assigned task Assess student responses to journal prompts using the following rubric. contain clear and detailed explanations to questions using three or more sentences. 1 – The listening map shows a loose connection to the musical themes presented in the selection. Listening Map Example: Sound and Stories (PDF doc.

Prince George’s County Public Schools 193 . United Streaming (3:34/9:20) http://www. Erna. • Peter and the Wolf Carlson. Vladimir. • Peter and the Wolf Lemieux.cincinnatisymphony. Ian. Max and All His Instruments. • Peter and the Wolf Hastings. • Peter and the Wolf Prado.toonzone. Barbara.genevacsd. Michèle.pdf Journal Sheet.org/lesson_images/lesson313/journal-sheet.com/year98/kids6_10.msn. Patricia. • Peter and the Wolf Cooney. • Peter and the Wolf Vagin.htm For more information on Hornbostel-Sachs classifications go to: MSN Encarta. http://www. Retold(PowerPoint Presentation) http://www.unitedstreaming. • Peter and the Wolf Crampton.com Curriculum Framework – Elementary Vocal and General Music . Maria. Gerlinde.com The Hunter’s Theme (32 seconds) http://disneyshorts.pdf Tutorials PowerPoint Tutorial. http://readwritethink.mov Printable Materials Not Just for Kids.SAMPLE LESSONS Additional Lesson Materials: Print/Audio Materials: • Sergei Prokofiev’s “Peter and the Wolf” and the Cincinnati Symphony (includes CD) • Peter and the Wolf(mechanical book) Viking Kestrel • Peter and the Wolf Beck. Miguelanxo. Selina.net/videos/peterandthewolf2. • Peter and the Wolf Chappell. http://encarta.htm Videos “Part I.bayweekly.html Listening Map.org/Peter%20and%20the%20Wolf2.” Musical Max. • Peter and the Wolf Gukova.electricteacher. Julia.org/PDF/SoundsandStories05. • Peter and the Wolf Voigt. Warren.com/tutorial3. • Peter and the Wolf Wiencirz. http://www. http://www.

Encouraging students to then perform the music reflecting the culture of the people who performed the music in the past or in another culture helps to develop musical sensitivity. This age student will need assistance to develop the appropriate music vocabulary to discuss the listening experience and this may need to be modeled by the teacher. Cooperative group activities need to be monitored closely for on task behavior.Prince George’s County Public Schools 194 . Integration of whole group assessment. The warm-up should introduce the objective without much discussion. Students this age are ready to experience longer. They should have the opportunity to follow the musical score with guidance to increase their musical literacy. The rhythm and melody can be taught in isolation but should eventually be integrated as part of the musical experience. Students should be encouraged to be specific in using the music vocabulary when doing this type of activity. A variety of assessment strategies for this age is important. The statement of the objective should introduce students to music terminology but link the musical terms to language that students will understand. If students are weak in prerequisite skills. one activity can lead into the next. The same can be applied to evaluating musical performances. Students in the Intermediate grades can handle cooperative group activities as well as whole group experiences. Students on this level need to be able to interpret the lyrics of the music and analyze what they lyrics say about the people who sing the song both culturally and historically. Composition and improvisation within structured guidelines is appropriate at this age. Where it is available. Instrument skills can be more complex with a higher level of mastery. technology can be integrated into music lessons at this level. Intermediate students can sing longer songs with more complicated melodies. There can be more development of a musical concept in an intermediate lesson but this should still be done through a variety of activities. the integration of the instruction of the musical elements contained in a song and an analysis of the lyrics of the music would be appropriate for this age. Careful assessment of students’ skills and knowledge prior to the introduction of new music learning is critical. Again. clapping rhythm patterns. then finding them in a new song.SAMPLE LESSONS The lesson plan for Intermediate students can involve the integration of musical concepts or skills. It is again best to limit directions to two or three at a time. for example. listening to a new song with a specific purpose. Closure should summarize the focus of that day’s lesson as well as prepare for the following lesson. Guidelines for Recommended Music Activities in Intermediate Grades Curriculum Framework – Elementary Vocal and General Music . Again. Games to assist with music notation skills can be beneficial but the skills need to be extended to include an authentic performance experience. echo experiences. individual assessment. Having students complete writing activities to demonstrate an understanding of the lyrics is appropriate and can be handled in a variety of ways as suggested by many of the sample lessons included here. it is important that those skills be part of the instruction for new learning. Communication about these criteria should be stated frequently so that students have a goal to work towards through the musical experience. However. The teacher directed activities could include more teacher talk than in the primary lesson but still needs to be interactive so that students are engaged. The performance experience should focus on mastery of individual skills as well as a quality ensemble sound. more focused listening experiences. and written assessment activities is important. Singing familiar songs. or music reading activities for warm-ups will help with transitions. and then playing them on instruments during the performance of the song. Criteria for determining the grade should be shared with students so that they know how they will be assessed. Students should be able to sing and play at the same time. students need instruction in how to play instruments correctly and with care. Students can evaluate both their individual performance as well as that of the ensemble given specific criteria and then make necessary improvements to the performance. Asking students to repeat directions before starting an activity is wise especially if the directions are complicated.

SAMPLE LESSONS LESSON PLANNER – INTERMEDIATE DIRECTED TEACHING ACTIVITY PLANNER – 30 MINUTE LESSON Focusing Student Attention Statement of Objective: What should students know and do as a result of the lesson? Times approximate: 5 minutes Introductory and/or Developmental Activities Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge? Teacher Directed Activities: How will you aid students in constructing meaning of new concepts? How will you introduce/model new skills or procedures? 5 minutes Guided Practice Teacher-Monitored Activities: What will students do together to use new concepts or skills? How will you assist students in this process? 10 minutes Independent Activities and/or Meaningful-Use Tasks Extension. and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes? 5 minutes Assessment Formative Assessment: How will you monitor student progress throughout the lesson? Summative Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning? Daily and end of unit.Prince George’s County Public Schools 195 . or elaborate on a concept or skill taught? Curriculum Framework – Elementary Vocal and General Music . Refinement. prepare. 5 minutes Closure Activities: How will you assist students in reflecting upon what they learned today and are preparing for tomorrow’s lesson? What homework will be assigned to help students practice.

That type of comprehension development could be reinforced in these lessons.D. (The Fourth Grade Reading Theme 2 called “American Stories” would be a nice link to this unit. Add the words.SAMPLE LESSONS Grade 4 – Lesson 1 Lesson Title: R W Colonial games Overview: Students will sing Colonial work and game songs for children in order to discuss the historical context.2) Sing and summarize the historical context of early American music such as folk songs. Have students read the notes for the melodic ostinati.D. responding to conducting cues.A. (I. This unit may take several lessons.B.A.1) Identify and sing octaves as notated on the treble staff.1) Day 1: Pentatonic Song Review Warm-Up: Echo sing with hand signs several patterns using notes in pentatonic. Find the pattern that has the octave.3) Read and perform simple melodic notation. (I.2) Improvise pentatonic melodies on keyboard instruments. (II. (I.D. (II.2) Perform music with appropriate expression as indicated by the written score.1) Sing simple melodic patterns containing high “do” using hand signs.3) Describe how music reflects traditions in various cultures. Introductory and Developmental Activities: Pass out the song sheet included with this lesson.2) Sing and play classroom instruments in an ensemble.B.1) Summarize ways in which people from diverse cultures enjoy performing and creating music. (II. Have students read the notes on the sheet with hand signs. (I. Guided Practice Activities: Curriculum Framework – Elementary Vocal and General Music 196 .B.1) Evaluate individual performances for the reflection of cultural authenticity.) Indicator(s) from Scope and Sequence: • • • • • • • • • • • • • Perform simple melodic ostinati to accompany songs. (I. (II.A.B.B. The Reading Theme includes a section on reading and analyzing song lyrics with cowboy songs. Discuss octaves.1) Perform children’s game songs from various historical periods and cultures. (III.1) Examine the use of musical elements and perform music using the style reflective of that culture. (I.A.B. (IV. (IV.

grade 4 and Spotlight on Music . What job was the song about? Ask how many kids have to help do laundry for their chores. 2 – Students generally maintain their own melodic ostinato but did not use the assigned notes while singing the song. Switch groups who compose a new ostinati and give them new notes to use so that all students have an opportunity. 3 – Students generally maintain their own melodic ostinato using the assigned notes while singing the song.3. Review the song “Pity My Case” from the last class. Sing the song while playing the instruments. Complete a Venn diagram with information discussed in class. 0 – Students are not attempting the melodic ostinato or singing the song. Assess students as they are composing a new melodic ostinato using the following rubric: 4 – Students consistently maintain their own melodic ostinato using the assigned notes while singing the song. 2 – Students can generally maintain the melodic ostinato but not while singing the song. Have small groups make up their own ostinato to add to the song. Ask students to think about what the job was for the song from this lesson. This lesson will look at what kids did in Colonial times compared to today. Discuss who would sing this song. Let them know that that is something that they have in common with kids in Colonial times.SAMPLE LESSONS Independent Activities/Meaningful-Use Task: Play the melodic ostinati on classroom melody instruments. 3 – Students generally maintain the melodic ostinato while singing the song. Stay with pentatonic notes for this activity. Introductory and Developmental Activities: Briefly introduce how life was different for the early colonists from what it is today. Discuss how doing laundry is different today from Colonial times. Curriculum Framework – Elementary Vocal and General Music 197 . Ask students how many of them have to do chores today. Day 2: Colonial Work Songs Warm-Up: Play “When I First Came to This Land” from Share the Music. the song will be reviewed and information about the people who sing and the jobs they do will be shared. 1 – Students are attempting to play the melodic ostinato or attempting to sing. 0 – Students are not attempting the melodic ostinato or singing. Give the students two or three notes to use for their ostinato. Assessment: Assess students as they are playing the melodic ostinato using the following rubric: 4 – Students consistently maintain the melodic ostinato while singing the song. This song is also included in the Reading Theme 2. It may be easier with the F and B bars removed from the instruments. Closure Activities: During the next class. 1 – Students are attempting to play their own melodic ostinato but are not attempting to sing.

Talk about how the lyrics would change to sing about the different steps to getting the laundry done. middle class – middling sort. wealthy landowners – gentry. Demonstrate with a group of four then let the whole class try it in groups of four.Colonial America. poor and unemployed).” Introductory and Developmental Activities: Share information with the class about different social classes during Colonial times (i.SAMPLE LESSONS Guided Practice Activities: Review the song and add actions to show the work the song lyrics tell about.3. Independent Activities/Meaningful-Use Task: Discuss the steps to getting the laundry done in Colonial times. Discuss which classes were singing while they were working (all but gentry and poor). Curriculum Framework – Elementary Vocal and General Music 198 . (play) Same was true in Colonial times. slaves. Share with students that singing together with their family was another form of recreation for kids during Colonial times.1. Ask students to think of work that is done by kids today that Colonial kids did not have to do. Independent Activities/Meaningful-Use Task: Discuss what kids get to do after their chores are done today. Closure Activities: Play the song “The Green Grass Grew All Around” from Spotlight on Music . Share with students that the same song was sung by indentured servants and slaves although with different singing styles. Share the game that goes with “Draw a Bucket of Water” from Step It Down. grade 3 and Spotlight on Music . review “Pity My Case. Closure Activities: Discuss what other chores Colonial kids might have to do and compare to today’s kids. Listen to “Draw a Bucket of Water” from Share the Music. Compare to work of today.e. Day 3: Colonial Games Warm-Up: Listen to “The Distressed Damsel” from Voices of American History . If that is not available. servants – indentured servants. Guided Practice Activities: Discuss what type of work was in today’s song.

Pretend you are writing a report for a Colonial child telling them about the kinds of jobs or chores children have to do in today’s world. Guided Practice Activities: Have students select a chore that they do today and compare it to something that Colonial kids had to do. Closure Activities: After students turn in their ‘work.’ let them ‘play’ one more time the games that go with “Draw a Bucket of Water” or “London Bridge.” Introductory and Developmental Activities: Review the Venn diagram from the earlier lesson.” “Draw a Bucket of Water. Select one of the Colonial work songs sung in music class and write down new words you might use in the song telling about one of jobs you have to do around your house.” and “Green Grass Grew All Around.SAMPLE LESSONS Day 4: Comparing Colonial Times to Today Warm-Up: Review “Pity My Case. 0 – Students did not respond. Distribute copies of a Venn diagram for students to complete for their selected chore. Discuss in class how students should complete the prompt. Assessment: Scoring tool for the Colonial writing prompt: 4 – Prompt is completely written with the proper form and accurate historical/cultural information. Give students time to complete their response at home as homework or provide time in class for students to work on this. Grade drops one letter grade for missing music information. Independent Activities/Meaningful-Use Task: Have students respond to the following prompt. 2 – Attempt is made to answer the prompt but information was generally inaccurate or incomplete. 1 – Limited attempt is made to answer the prompt. Compare today’s jobs to what you know about the jobs that Colonial children had to do.” Curriculum Framework – Elementary Vocal and General Music 199 .” “When I First Came to this Land. 3 – Prompt is generally well written with the proper form and somewhat accurate historical/cultural information.

Clothes to wash when I get home.ty my case.SAMPLE LESSONS Pity My Case Do Do Pi . Curriculum Framework – Elementary Vocal and General Music 200 . In some la - dy’s gar - den. In some la - dy’s gar - den.

(Fourth Grade Reading Theme 2 called “American Stories” or Theme 4 called “Problem Solvers” would be a nice link to this unit. Curriculum Framework – Elementary Vocal and General Music 201 .” Independent Activities/Meaningful-Use Task: Review “This Little Light of Mine” from the beginning of class.6 and Spotlight on Music .2) Sing and summarize the historical context of early American music such as spirituals. (IV. Guided Practice Activities: Play “Follow the Drinkin’ Gourd” from Share the Music . (II.” and “When the Saints Go Marching In.A. Possible songs include: “Get On Board.1) Examine the use of musical elements and perform music using the style reflective of that culture. All Day. (II.B.1) Evaluate individual performances for the reflection of cultural authenticity. Warm-Up: Introductory and Developmental Activities: Discuss what kind of song this is and who would sing this song. Groups should each perform their new version of the verse of the song for the class.SAMPLE LESSONS Grade 4 – Lesson 2 Lesson Title: R W Music of the Underground Railroad Overview: Students will sing African American spirituals in order to discuss the historical context and their use as code songs.) Indicator(s) from Scope and Sequence: • • • • • Describe how music reflects traditions in various cultures. (IV.A. Students may join in if they know it. Review call and response.A.1) Summarize ways in which people from diverse cultures enjoy performing and creating music.) Discuss the use of these songs as code songs for the Underground Railroad. Have students form cooperative groups. Discuss Underground Railroad history. Discuss the specific codes in the song. Read the book and show the Reading Rainbow video to go along with the song.5. Have students learn the song. Each group should make up new words for the calls that would be codes for the Underground Railroad. Sing other spirituals and examine the lyrics for possible codes. (Spirituals sung by African Americans.B.” “All Night. (II.” “Swing Low. The class should join in singing the response and refrain.1) Sing “This Little Light of Mine” from Spotlight on Music – 2. Sweet Chariot.

Closure Activities: Think of other spirituals that students may know and discuss the codes in those songs. 0 – Students did not attempt a new verse. 3 – Students created and sang part of a new verse for the song that showed an understanding of the codes used for the Underground Railroad. Extension: The resource Music of the Underground Railroad by Kim and Reggie Harris provides excellent information on this topic as well as a recording of many of the spirituals used on the Underground Railroad.SAMPLE LESSONS Assessment: Assess students as they are singing their new verse using the following rubric: 4 – Students created and sang a new verse for the song that showed an understanding of the codes used for the Underground Railroad. 2 – Students created a new verse for the song that showed an understanding of the codes used for the Underground Railroad but were not able to sing it. Curriculum Framework – Elementary Vocal and General Music 202 . 1 – Students attempted to create a new verse for the song but did not finish and were not able to sing it.

” A possible incentive for getting all the words right would be to have a competition between classes to see which class gets the highest percentage of correct answers.) Indicator(s) from Scope and Sequence: • • • Perform music with appropriate expression as indicated by the written score. (II. Guided Practice Activities: Independent Activities/Meaningful-Use Task: Have students study the lyrics.A. Work extensively on getting proper use of head voice to achieve success with this song. Teach the students to sing “The Star-Spangled Banner. Let students know that they will learn the history of “The National Anthem” next time. After some study time. such as its wide range.SAMPLE LESSONS Grade 4 – Lesson 3 R W Lesson Title: Overview: “The Star-Spangled Banner” Students will learn to sing “The National Anthem” in order to present it in historical context with a short dramatic presentation of the history of the song. (The Fourth Grade Reading Theme 2 called “American Stories” or Theme 5 called “Heroes” would be nice links for this series of lessons. Demonstrate the difference between chest voice and head voice. (I. have students complete a fill-in-the-blank test on the words to “The National Anthem. (II. Grade 4. Have students sing the song to determine whether they are able to properly employ the use of their head voice and whether they know the words completely and correctly. Closure Activities: Curriculum Framework – Elementary Vocal and General Music 203 .3) Examine the use of musical elements and perform music using the style reflective of that culture. Warm-Up: Introductory and Developmental Activities: Read the historical background on “The Star-Spangled Banner” provided in the Music and You.2) Sing and summarize the historical context of early American music such as patriotic songs.B. A challenge could also be issued to the staff to see if they can better the students’ score.1) Practice several choral warm-ups relating to the use of head voice.” Use choral techniques to address its unique vocal challenges.D.

Closure Activities: Review the basic history of the song. Have students audition for the speaking parts or assign them. Assign some to be British soldiers and some could be American soldiers.” Remind students to memorize their lines and practice their parts at home as well as bringing costumes and props.” If available. Introductory and Developmental Activities: Guided Practice Activities: Discuss the history behind “The Star Spangled Banner. Review the history or read through the play if available. the Beautiful” and “Yankee Doodle. Independent Activities/Meaningful-Use Task: Discuss costumes needed and props.” Review head voice. Share with the students the other two choices for our national song: “America.” Discuss what choice they would have made and why. Speak through the song and then sing the song to aid in memorization. Day 3: Warm-up: Rehearsing the Play Sing “The National Anthem. Closure Activities: Review “The Star Spangled Banner. Independent Activities/Meaningful-Use Task: Divide up into groups to plan staging and acting plan.SAMPLE LESSONS Day 2: Preparing the Play/Polishing the Song Warm-up: Review “The National Anthem. Introductory and Developmental Activities: Guided Practice Activities: Review what each group will need to do and when. Ask students to bring items they think might be useful. Review assigned roles. A few students could provide the sound effects of the battle re-enactment. Every student should have a part in the play.” Discuss what parts are needed for a dramatization of the story. Curriculum Framework – Elementary Vocal and General Music 204 .” Review head voice. read through the script of “O’er the Ramparts. Discuss why we stand when we sing our national anthem and the importance of this act.

Independent Activities/Meaningful-Use Task: Perform the play with the singing of “The National Anthem” at the end. to be the audience for the presentation of the history of the National Anthem. Day 5: Perform the Play Warm-up: Sing “The National Anthem” with and without the words. Curriculum Framework – Elementary Vocal and General Music 205 . 0 – Students did not attempt to be part of the play or sing the song. Assessment: Assess students using the following rubric: 4 – Students demonstrated a complete understanding of the history of the patriotic song during their performance of the play and singing the song. Introductory and Developmental Activities: Review parts. Take care of any last minute performance needs. Set the blocking for the play and sing “The National Anthem” at the end. 3 – Students demonstrated a limited understanding of the history of the patriotic song during their performance of the play and singing the song. 2 – Students did not demonstrate an understanding of the history of the patriotic song but did participate in the performance of the play and sang the song. Practice the play and song several times. Independent Activities/Meaningful-Use Task: Closure Activities: Discuss inviting some people. 1 – Students made a minimal effort to be part of the play or sing the song. Review parts. including parents. Closure Activities: Review the events in the history of the National Anthem. as needed.SAMPLE LESSONS Day 4: Rehearsing the Play Warm-up: Sing “The National Anthem” with and without the words.

SAMPLE LESSONS Grade 4 – Lesson 4 Lesson Title:
R W

Rhythm Review for Percussion

Overview:
Following instruction on reading rhythm patterns using quarter notes, quarter rests and eighth notes, students will write rhythms in order to create a percussion rap using these rhythm notes. Students will select which instruments will perform the different patterns in their rap as well as the order of the patterns. (Fourth Grade Reading Theme 4 called “Problem Solvers” includes a poetry unit where students are asked to write a rap. This could be done in conjunction with that unit.)

Indicator(s) from Scope and Sequence:
• • • Sing and play classroom instruments in an ensemble, responding to conducting cues. (I.B.3) Read and perform simple rhythmic notation. (I.D.1) Compose and perform music using simple rhythmic notation for classroom percussion instruments. (III.B.1) Play “Find the Rhythm.” Prior to class prepare several flash cards with four beat rhythm groupings. Students will identify the rhythm that the teacher claps. Teacher chooses a child to find the card. When the child finds it, they clap it back for the teacher. Extend to eight beats when they are ready.

Warm-Up:

Introductory and Developmental Activities

Have the class create a rhythmic phrase of four measures in 4’s. Use the names of cities, states, cars, animals, flowers, etc. as text material. Compile a list of words in the chosen category on the board. Arrange the words in groups so that they fit the chosen category.

Guided Practice Activities

Clap the words in each measure and write the notation. Have the class perform their creation.

Independent Activities/Meaningful-Use Task:

Divide students into cooperative groups. Using the worksheet included with this lesson, have the students complete the patterns by writing in the rhythm note that goes with the word. Students should then arrange the four phrases into a rap. When they have determined the order the phrases will go in, they should select a different percussion instrument to perform each rhythm.

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SAMPLE LESSONS Assessment:
Assess the students’ work using the following scoring tool: 4 – Students created a four pattern rhythm rap and performed it correctly using percussion instruments for the class. 3 – Students created a four pattern rhythm rap with no more than two errors in notation and performed it using percussion instruments with no more than two errors for the class. 2 – Students created a four pattern rhythm rap with numerous notation errors but were able to perform it for the class using percussion instruments. 1 – Students created part of a four pattern rhythm rap with numerous notation errors and were unable to perform it for the class. 0 – Students did not complete the task.

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SAMPLE LESSONS

Rhythm Review
Say and clap the words in the patterns below. Fill in the blank spaces with the rhythm of the words. Then decide which order the patterns should go in. Select different percussion instruments to play each pattern. Practice together as a group. Be prepared to perform for the class.

Reading, writing,

math, and art

Diving, swimming, rowing, polo

Chicken, eggs,

fish, and pork

Kickball,

softball, soccer,

tag

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Grade 4 – Lesson 5 Lesson Title:

SAMPLE LESSONS Assessment Activity

R

W

Timbre in Music/Color in Art

Overview:
Students will write about the color that comes to mind when different pieces of music are played in order to compare timbre to color. (Fourth Grade Reading Theme 5 called “Heroes” has a section on listening to music with a purpose. This could be done in conjunction with the Reading instruction.)

Indicator(s) from Scope and Sequence:
• Compare timbre in music to color in visual art. (I.C.1) Play a few minutes of four diverse pieces of music. (Suggested list: “Stars and Stripes Forever,” “Brahms’ Lullaby,” “Sabre Dance,” and the “Pastoral Symphony”) Have students complete the following sentence for each musical sample: This music reminds of the color _______________ because _______________________ ______________________________________________________________________ .

Activity:

Assessment:
Assess the students’ work using the following scoring tool: 4 – Students supported all of their color ideas with specific information connecting the color to the music. 3 – Students supported some of their color ideas with specific information connecting the color to the music. 2 – Students stated their color ideas but gave only general information connecting the color to the music. 1 – Students stated but did not support their color ideas. 0 – Students did not attempt the activity.

Extension:

Another possible writing activity:

This music reminds me of (a fictional character from a list provided by the teacher) because ___________________________________________________________ . (Possible characters: Cinderella, the Wicked Witch of the West, Scooby Doo, King Kong, etc.)

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SAMPLE LESSONS Grade 4, 5 – Lesson 6 Lesson Title:
R W

Instrument Classification

Overview:
Students will investigate how instruments produce sound in order to classify instruments according to sound production families and compare these groups to the sections of the orchestra/band. Classification will be extended to include other sounds and student created instruments. (The Fourth Grade Reading Theme 4 called “Problem Solvers” has a story called “Sing to the Stars” which includes a game with instruments. The Fifth Grade Reading Theme 2 called “Give It All You’ve Got” has a section on Yo Yo Ma and refers to the book Mozart Season. These might be nice links to this unit. This unit may take several lessons.)

Indicator(s) from Scope and Sequence:
• • • Describe tone color and methods of sound production of orchestral, band and related folk instruments using sound classification terms (i.e. aerophones…). (Grade 5 – I.A.2) Listen to orchestral compositions which emphasize brass and percussion instruments and classify using the terms: aerophones, membranophones, and idiophones. (Grade 4 – II.D.1) Listen to musical compositions and identify selections, which emphasize various instrumental ensembles. (Grade 5 – II.D.1)

Day 1: Classification Introduction
Warm-Up:
Play a selection of orchestral music. Have students name some of the instruments they hear and what family they think the instrument is in.

Introductory and Developmental Activities:

Share information with students about sound production families. Show how the sections of the orchestra are included in these families, i.e. Chordophones (string starters) – string section, Aerophones (air starters) – woodwind and brass sections, Membranophones (skin starters) – percussion section, and Idiophones (self starters) – percussion section. Share with students a story, which includes orchestra instruments. Possibilities include Orchestranimals by Irene Eugen and Vlasta van Kampen and the classic Peter and the Wolf. As the story is read discuss the instruments named in the story. Classify the instrument into the correct sound production family as well as identifying the section of the orchestra.

Guided Practice Activities:

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Have students name some of the instruments they hear and what family they think the instrument is in. Introductory and Developmental Activities: Review the sound production families. Divide students into cooperative groups for the Classifying Instruments activity from the Tone Color section of the Instructional Activities part of this guide.” Curriculum Framework – Elementary Vocal and General Music 211 .1. Classify the instruments used in the song. Day 3: Instrument Creation Warm-Up: Play the “Orchestra Song” from Share the Music. they should think about what type of instrument they would like to create and how it would be classified.SAMPLE LESSONS Independent Activities/Meaningful-Use Task: Listen to the story of Tubby the Tuba from Spotlight on Music . Have students identify the sound production family and the section of the orchestra by using an all pupil response such as holding up one finger for string starters. Discuss whether the class agrees with the student’s classification information or not. Independent Activities/Meaningful-Use Task: Students should complete the Classifying Instruments activity. Closure Activities: Review the sound production families and compare to sections of the orchestra.5. and four for self starters. Have students use the other hand to identify the section of the orchestra with a similar system. Day 2: Classification Experience Warm-Up: Play a different selection of orchestral music than what was heard during the precious lesson. grade 4 and Spotlight on Music . Have random students share their classification information with the class. The boxes can include real instruments and pictures of instruments. Students should be able to classify both. two for air starters. Introductory and Developmental Activities: Go over the directions in the worksheet included with this lesson called “Create an Instrument. Closure Activities: Now that students have had experience classifying instruments. three for skin starters. Guided Practice Activities: Show students the instruments they will need to classify from some of the boxes and the information they need to share with their group.

Share ads where people are used in the picture compared to those. Students should examine sample catalog entries for musical instruments. Day 4: Instrument Advertisement Warm-Up: Review the “Orchestra Song. Encourage them to add color to the picture. described a few of the instrument’s characteristics but did not create an instrument that would match the desired tone quality. Make note of the persuasive language that is used to advertise the factual information. Curriculum Framework – Elementary Vocal and General Music 212 . 0 – Students did not attempt to create an instrument or their creation was incomplete. which do not. described some of the instrument’s characteristics and created an instrument that matches the desired tone quality in most ways. 1 – Students attempted to create an instrument but did not classify it correctly. Discuss the persuasive value of having people in the picture. Guided Practice Activities: Share with students how they might use persuasive language to sell their instrument. Independent Activities/Meaningful-Use Task: Have students take the work sheet home to finish and bring back to the next class. any explanation about how the instrument is played.” Again. Assessment: Assess students’ instrument creation using the following rubric: 4 – Students correctly classified the instrument according to information given. Compare the appearance of color photos of instruments to black and white. Make note of the description for information regarding size as well as the materials used to make the instrument.SAMPLE LESSONS Guided Practice Activities: Give students time to work on the worksheet in class. classify the instruments used in the song. Introductory and Developmental Activities: Share a variety of music equipment catalogs with the class. and descriptions of the sound the instrument makes. 3 – Students correctly classified the instrument according to information given. Closure Activities: Inform students that they will use their instrument creation to write an advertisement during the next class. 2 – Students correctly classified the instrument according to information given. completely described the instrument including the material it is made of as well as size and shape and created an instrument that matches the desired tone quality in all ways.

0 – Students did not attempt to write an advertisement. 1 – Students attempted to write an advertisement for their instrument but the information was poorly organized and incomplete.SAMPLE LESSONS Independent Activities/Meaningful-Use Task: Have students complete the Advertising worksheet for the instrument they created during the previous class. 2 – The description is incomplete and poorly organized. Curriculum Framework – Elementary Vocal and General Music 213 . Assessment: Assess students’ instrument advertisement using the following rubric: 4 – The description is complete and well organized. 3 – The description is generally complete and organized. which are appropriate for the intended audience. with persuasive language choices. but the language choices are persuasive and appropriate for the intended audience. with persuasive language choices. Closure Activities: Encourage students to think about how they might classify instruments that they hear in the future. which are appropriate for the intended audience.

loud or quiet sounds. These are not your own original ideas. including the ability to play high or low sounds. What size is it? _______________________________________________________________________ What is it made of? _____________________________________________________________________ How do you play it? _____________________________________________________________________ What part of the instrument makes the sound? ________________________________________________ What Sound Production Family would it be in? ________________________________________________ Sketch of your instrument (Be sure to show somebody playing it. (You cannot “create” a flute or piano. Draw a sketch of your instrument showing somebody playing it. Consider tone qualities you would like your instrument to have.) First you should decide on a particular musical sound you would like your instrument to make. Musical sound you would like your instrument to produce________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________. Use information from what was discussed in class to classify your instrument.SAMPLE LESSONS Create an Instrument You now need to create your own original instrument. Then create the instrument that would produce that sound. Give your instrument a name. long or short sounds.) Name of your instrument _________________________________________ Curriculum Framework – Elementary Vocal and General Music 214 .

SAMPLE LESSONS Advertising Your Instrument Use your Create an Instrument worksheet to complete the following writing activity: Pretend that a music equipment company has agreed to advertise your instrument in their catalog. Name of your instrument Curriculum Framework – Elementary Vocal and General Music 215 . • an explanation of what part of the instrument makes the sound and how to play your instrument in a way that will attract your buyer. • the type of musical sound it can produce. • a complete description of the materials it is made from and the size using language that will make it sound interesting to the potential buyer. Be sure your writing includes: • a catchy name for your instrument. Write a persuasive catalog entry using factual information about your instrument as you would like it to appear in the catalog. You should include a color drawing of your instrument showing somebody playing your instrument that would catch the eye of a potential buyer.

feet moving often more than hands. grade 6 and Spotlight on Music . (Grade 4 – II.B. (Grade 4 – IV. singing with the dance. Many Trails” has stories about Native Americans. Ask students to identify some of the characteristics that they notice for what they see. proper tempo.C. However some musical characteristics are the same for all the tribes. which is most often played on the drum.B. The dances and reasons for the dance vary but all Native American tribes dance.1) Examine the use of musical elements and perform music using the style reflective of that culture.1) Evaluate individual performances for cultural authenticity. (The Fourth Grade Reading Theme 2 called “American Stories” would be a nice link to this unit.2) Compare the uses of music in western and non-western cultures.A. and appropriate expression.1) Determine the characteristics of a good performance such as sing or playing in tune. (Grade 4 – IV. The Fifth Grade Reading Theme 5 called “One Land. (Grade 5 – I.K. 5 – Lesson 7 Lesson Title: R W Native American Dances Overview: Students will experience Native American dances in order to evaluate their personal performances for cultural authenticity. (Grade 5 – IV.1) Perform appropriate dances to accompany traditional folk music.2) Sing and summarize the historical context of early American music such as Native American music. (Grade 4 – II.SAMPLE LESSONS Grade 4. (Grade 5 – II. One of the traditions that many tribes share is dance.1) Play “Grand Entry” from Share the Music.A. Warm-Up: Introductory and Developmental Activities: Introduce Native Americans including information about the many different tribes here in our country and that their customs are different depending on the region they are in.A.A. Have students pat the beat and listen for which instrument plays the beat in the musical selection. (Grade 4 – II. Show an excerpt of a video with Native American dancing. This could be done in conjunction with these stories. Native American dance is different for many other forms of dance and the focus of the unit will be to identify the characteristics of Native American dance and make sure that the way that the class performs the dances reflects the culture of the people. special costumes.1) Summarize ways in which people from diverse cultures enjoy performing and creating music.A. drum beat) Curriculum Framework – Elementary Vocal and General Music 216 . (Ideas: serious. One of those characteristics is a clear beat in their music.) Indicator(s) from Scope and Sequence: • • • • • • • • Describe how music reflects traditions in various cultures. This unit may take several lessons.

Continue to encourage them to use the characteristics they identified earlier from the video to perform the dance with cultural authenticity (serious. add the singing if possible) Independent Activities/Meaningful-Use Task: Other recommended dances from the same resource include: Canoe Song. Often dances are done before a hunt to pay respect for what they are about to hunt. Encourage them to use some of the characteristics they identified earlier following the video. Following the directions given in the book. drum beat. and Indian Two-Step. Assess the students’ dance performances during the entire unit using the following scoring tool: 4 – Students are consistently performing Native American dance in a way that shows a respect for the culture. 3 – Students are generally performing Native American dance in a way that shows a respect for the culture. demonstrate and then have students dance the Bear Dance with the recording. 0 – Students did not attempt the Native American dances and did not show respect for the culture. feet moving. Discuss why that is important. Assessment: Curriculum Framework – Elementary Vocal and General Music 217 . drum beat. Discuss the purpose behind the different dances as well as giving students an opportunity to experience the dance. (serious. feet moving.SAMPLE LESSONS Share with students that Native Americans often dance to pay respect or show honor for some living being. 1 – Students attempted the Native American dances but did not show respect for the culture. share the legend of the bear. Basket Dance. Using the resource Moving Within the Circle by Bryan Burton (includes recording and book with excellent instructions). add the singing if possible). 2 – Students are occasionally performing Native American dance in a way that shows a respect for the culture.

Have students draw a quilt pattern of their own design while listening to the music.1) Discuss going to bed practices like brushing teeth. stuffed animals. Closure Activities: Review the name of the music and the English translation for the name.3. Ask students how the music relates to the artwork they have created. 3 – Students are following the directions for creating a quilt pattern while listening to the music with some talking. Show pictures of quilts or a real quilt. putting on pajamas.A Little Night Music. Make note of the patterns in the quilt. 1 – Students listened to the music but did not attempt a quilt pattern.) Indicator(s) from Scope and Sequence: • Identify patterns in music and relate them to patterns in visual arts.SAMPLE LESSONS Grade 5 – Lesson 1 Lesson Title: R W Patterns in Music and Art Overview: Students will draw quilt patterns while listening to “Eine Kleine Nachtmusik” by Mozart in order to identify patterns in music. Discuss information about Mozart being a child prodigy and what that means. 2 – Students are listening to the music but did not complete a quilt pattern. (II.C. Assessment: Observe students as they are working and assess using the following rubric: 4 – Students are following the directions for creating a quilt pattern while listening to the music without talking. Curriculum Framework – Elementary Vocal and General Music 218 . teddy bears. (Fifth Grade Reading Theme 2 called “Give It All You’ve Got” makes reference to the book Mozart Season. Show ways to draw different quilt designs. This lesson could be done in conjunction with that book. etc. Discuss the title and its English translation . Warm-Up: Introductory and Developmental Activities: Independent Activities/Meaningful-Use Task: Distribute square pieces of drawing paper. Discuss lullabies and introduce the musical piece “Eine Kleine Nachtmusik” by Mozart from Spotlight on Music . Discuss what objects young children sometimes sleep with like blankets. 0 – Students were not listening to the music or attempting a quilt pattern.

An excellent resource for this is I’m Gonna Let It Shine.e.A. Independent Activities/Meaningful-Use Task: Divide students into cooperative groups. Freedom Summer.1) Sing “This Little Light of Mine. Guided Practice Activities: Using the text book The African American Experience as a resource.1) Determine how lyrics of songs reflect the culture and history of various people.B. a CD and book with selections of Freedom Songs.A.A.2) Determine the characteristics of a good performance such as appropriate expression.A. Birmingham. (IV. (II. (II.) Indicator(s) from Scope and Sequence: • • • • • Compare the uses of music in western and non-western cultures. Introduce call and response form and show how it is used in this song.1) Improvise vocally using various forms such as call and response and question and answer. create a timeline of the following events from the Civil Rights Movement. Have the groups read about the event from the textbook mentioned above and complete the graphic organizer included with this lesson. This unit may take several lessons. (II. Have students listen to Freedom Songs from the Civil Rights Movement and listen for information about the events in the lyrics. which demonstrate how the lyrics reflect the history. i. (Fifth Grade Reading Theme 2 called “Give It All You’ve Got” or Theme 4 “Person to Person” would be nice links to this unit. Explain how a song leader to change the lyrics of a song to share information can use call and response form. Assign each group one of the events mentioned above. and Bloody Sunday.SAMPLE LESSONS Grade 5 – Lesson 2 Lesson Title: R W Freedom Songs Overview: Students will sing freedom songs in order to learn the history shared in the lyrics of the Freedom Songs of the Civil Rights Movement. (III.” Have students join in if they know it. Little Rock. Curriculum Framework – Elementary Vocal and General Music 219 . Freedom Rides.2) Interpret in writing an understanding of the relationship between music and events in United States history. Warm-Up: Introductory and Developmental Activities: Teach the song for those who do not know it or know only part of it. Bus Boycott. Sit-Ins.

) Have students individually respond to the following prompt: Pretend you are a freedom fighter in today’s world. 0 – Students did not respond. somewhat clear position. about their event. 1 – Limited attempt is made to answer the prompt. violence. Include information about what you feel needs to be changed. (Possibilities: If You Miss Me From the Back of the Bus – Bus Boycott. clearly stated position. how would things be different? • Presentation ideas of their own with teacher approval before they continue. Encourage students to find songs today where people share their feelings about what needs to be changed in their music. After each group presents information. Describe how you might use something you learned from the Civil Rights Movement to help make changes. 2 – Attempt is made to answer the prompt but position was unclear or there was no connection to the Civil Rights Movement. Closure Activities: Curriculum Framework – Elementary Vocal and General Music 220 . Hold On – Birmingham. Grade drops one letter grade for missing music information. and made a connection to the Civil Rights Movement. play and have students sing one of the freedom songs that fit with the event so students hear the connection between the music and the history. name a freedom song that you could use for the issue you have selected and write down new words you might sing in the song to speak about your issue. 3 – Prompt is generally well written with the proper form. Assessment: Scoring tool for the writing prompt: 4 – Prompt is completely written with the proper form. In your speech. I’m Gonna Sit at the Welcome Table – Sit-ins. and made a connection to the Civil Rights Movement. education). Calypso Freedom – Freedom Rides. Write a speech to a group of today’s freedom fighters telling them how you feel about this issue. etc. Select an issue that you feel needs people’s attention (for example: drugs. weapons.SAMPLE LESSONS Each group should prepare a presentation to the class using one of the following formats: • Eyewitness news report • Talk show interview • Dramatize the event • Debate the two sides • Oral history presentation – take the position of someone who was there • Analysis – “we think they should have…” • What if – change one thing and predict what might have happened if … • Application – Haw can someone use what happened from the event to change or work on one of today’s issues? • Abstraction – If an event like this happened today.

SAMPLE LESSONS Curriculum Framework – Elementary Vocal and General Music 221 .

) Indicator(s) from Scope and Sequence: • • Determine how lyrics of songs reflect the culture and history of various people.e. 4. patriot or loyalist. (Fifth Grade Reading Theme 3 called “Voices of the American Revolution” uses this song to teach how to read and understand song lyrics. i. This lesson could be done in conjunction with the Reading instruction. Surrender at Yorktown. Independent Activities/Meaningful-Use Task: Divide students into cooperative groups.SAMPLE LESSONS Grade 5 – Lesson 3 Lesson Title: R W Yankee Doodle Overview: Students will learn Yankee Doodle in order to know the history behind the song and make up their own version. One of these is by Steven Kellogg. Discuss the conditions for soldiers during the war. create a timeline of the events leading up to and after the Revolutionary War. Guided Practice Activities: Using the students’ Social Studies text book as a resource. The Revolutionary War. Discuss vocabulary that may be unfamiliar to the students. Boston Massacre. First President. Writing of the Constitution. Curriculum Framework – Elementary Vocal and General Music 222 . Review information about the historical time period that the song comes from. Declaration of Independence. Have students review rhythm by clapping while they are singing. There are some excellent books with information about the history of the song as well as the time period.1) Sing “Yankee Doodle” from Spotlight on Music – 2. Have students join in if they know it. from the new lyrics. French and Indian Wars.” Groups should sing the new verse for the class and the class should try to determine which side they are on. (II. Continental Congress. Have them create a new verse for “Yankee Doodle. patriots and loyalists. Have each group select a side. Discuss the two sides in the war. Some may remember it from their reading instruction. etc. patriot or loyalist. Boston Tea Party.B.2) Interpret in writing an understanding of the relationship between music and events in United States history. Warm-Up: Introductory and Developmental Activities: Teach the song for those who do not know it or know only part of it.A. (II.

SAMPLE LESSONS Assessment: Assess the students’ new verse for “Yankee Doodle” using the following scoring tool: 4 – Students created and performed a verse that showed an understanding of the historical time period. 1 – Students created part of a verse that showed an understanding of the historical time period but were not able to perform it. 3 – Students created and performed part of a verse that showed an understanding of the historical time period. 0 – Students did not attempt to create or perform a new verse. 2 – Students created and performed part of a verse but it did not show an understanding of the historical time period. Curriculum Framework – Elementary Vocal and General Music 223 . Closure Activities: Encourage students to find other songs that share political feelings about historical events.

Afterwards.SAMPLE LESSONS Grade 5 – Lesson 4 R W Lesson Title: African-American Spirituals Overview: Students will utilize a literary text and a dramatic presentation in order to bring to life the historical context of the African-American spirituals in this series of lessons.D. (Teacher selects signal and the places in the text where the phrase goes. Curriculum Framework – Elementary Vocal and General Music 224 .B. The call-and-response pattern has flourished everywhere the people of Western and Central African countries have gone. (II. (The Fifth Grade Reading Theme 4 called “Person to Person” would be a nice link for these lessons. teach the students to sing “Go Down. (II. Guided Practice Activities: Read A Band of Angels with the students performing the listening task stated above. discuss the events in the story and the significance of the Jubilee Singers. at page turns or important events in the story.A. As the story is read. The Jubilee Singers were the ones who developed the arranged spirituals for presentation in concerts all over the United States and Europe.) Indicator(s) from Scope and Sequence: • • • Determine how lyrics of songs reflect the culture and history of various people. the folk spiritual and the arranged spiritual.” every time they are given a signal. was the basis for the folk spirituals and their teaching.) Have students say it a little louder each time if necessary to get the desired dramatic effect. “Jubilee. (II. from the beginning of the class. a time of hope and freedom.1) Listen to musical compositions and identify selections. Spirituals are a form of music that originated out of the experiences of African American people. The call-and-response pattern of singing. Moses” and/or “Wade in the Water. which emphasize chorus. Their task will be to say. let students know that they will be participating in the story by performing a listening task. Independent Activities/Meaningful-Use Task: Chart the sequence of events in the story on the board. The story should build to a climax when the Jubilee singers begin to sing their own music for the first time.2) Interpret an understanding of the relationship between music and events in United States history.1) Using the call and response method. jubilee.” Identify the song(s) as African-American spirituals. Warm-Up: Introductory and Developmental Activities: Introduce the text A Band of Angels by Deborah Hopkinson. for example. Tell students that this story is fiction but it is based on real people and events. Inform the students that there are two types of spirituals.

Review several songs listed above. 225 Assessment: Curriculum Framework – Elementary Vocal and General Music .” “Let Us Break Bread Together.” “Swing Low. Closure Activities: Sing the opening song again.” and “Oh Freedom.” Rehearse the selected spiritual. Play as much as time allows.SAMPLE LESSONS Assessment: Assess students using the following rubric: 4 – Students accurately charted the events from the story and participated in the telling of the song. Sweet Chariot. review the spiritual from day 1. 3 – Students charted the events from the story with some mistakes and participated in the telling of the song. Bible songs. Day 2: Perform and Discuss Warm-Up: As students enter the room with lights off. Review the events from the text of A Band of Angels on the board. Identify it as one of the Fisk Jubilee Singers pieces. 3 – Students demonstrated a limited understanding of the history shared in the book with the support for the selection of the spiritual to match the event. and have CD of “Gwen Briley Strand as Harriet Tubman” playing. 2 – Students accurately charted the events from the story or participated in the telling of the song but did not do both.” “Nobody Knows the Trouble I’ve Seen. which she sings along the way.” “Deep River. Assess students using the following rubric: 4 – Students demonstrated a complete understanding of the history shared in the book with the support for the selection of the spiritual to match the event. coded songs. Introduce a new spiritual from the following: “All God’s Children Got Shoes. Students should give a reason for their choices. Introductory and Developmental Activities: Guided Practice Activities: Discuss the different purposes of the spirituals: songs of encouragement. sorrow songs. Independent Activities/Meaningful-Use Task: Have the students select a spiritual from the list to go with the main events listed on the board from the text A Band of Angels.” “Every Time I Feel the Spirit. if possible.” “Follow the Drinking Gourd. If access to this CD is not available. Enjoy the dramatic effects of a nighttime ride on the Underground Railroad and the spirituals. and freedom songs.” “Steal Away. 0 – Students did not chart the events from the story and did not participate in the telling of the song. 1 – Students did not chart the events from the story but did participate in the telling of the song.

1 – Students made a selection but did not give a reason for their choice.SAMPLE LESSONS 2 – Students did not demonstrate an understanding of the history shared in the book but did make a selection of the spiritual to match the event. Extensions: Prepare a dramatic presentation of the main events in the text A Band of Angels and insert the spirituals learned where appropriate. Curriculum Framework – Elementary Vocal and General Music 226 . 0 – Students did not attempt to make a selection. Closure Activities: Have each student share a piece of information about African Americans that they did not know before.

Short haul chanteys for pulling ropes and other short jobs Halyard (haillard) chanteys for setting the sails and longer jobs Capstan chanteys for turning the capstan. Show the action of pulling the ropes.1) Interpret in writing an understanding of the relationship between music and events in United States history.A.B. (to set the pace of the singing to help the sailors get the work done and not get too tired) Share terminology for the chanteys and the connection to the work being done. Introductory and Developmental Activities: Introduce the sailors of the 1700’s-1800’s. Many Trails” would be nice links to this unit. Tug with one hand and then the other on the accented beat of each measure. which give personal satisfaction. setting the sails.1) Day 1: Sea Chantey Introduction Warm-Up: Play a version of “Cape Cod Chantey” Spotlight on Music – 6.C. Discuss where they would sleep on the ship (below deck). Discuss the work they might have to do on the ship. (II.SAMPLE LESSONS Grade 5 – Lesson 5 Lesson Title: R W Sea Chanteys Overview: Students will sing a variety of sea chanteys in order to pantomime the work done by sailors as they were singing the chanteys.) Indicator(s) from Scope and Sequence: • • • Determine how lyrics of songs reflect the culture and history of various people.1) Identify musical abilities. This unit may take several lessons.) Guided Practice Activities: Curriculum Framework – Elementary Vocal and General Music 227 . (music) Discuss the role of the chantey man. Ask students what group of people they think may sing this type of song. Students will respond to a writing prompt at the end of the unit in order to share their knowledge of the work of sailors based on what they know from the sea chanteys sung during the unit. (II. Discuss what would help the sailors work together at the same pace. (Curriculum guide page 351) (The Fifth Grade Reading Theme 4 called “Person to Person” or Theme 5 called “One Land.” This is an example of a short haul chantey. (II. which raises and lowers the anchor Forecastle chanteys for off duty hours in the sleeping quarters or forecastle Review “Cape Cod Chantey. including winding up ropes. (Both hands together like they are holding a rope in front of the body waist high. and turning the anchor.

Ask students to volunteer to be the chantey man and sing the call while the class sings the response and everyone does the work. (to set the pace of the singing to help the sailors get the work done and not get too tired) Review what type of chantey was introduced during the previous class. Show the action of pulling the ropes to set the sails. Tug with one hand and then the other on the accented beat of each phrase. Closure Activities: Day 3: Capstan Chanteys Warm-Up: Listen to “Away for Rio” from Music and You.) Independent Activities/Meaningful-Use Task: Have the class sing the response as they are showing the work.. This is an example of a halyard chantey. Closure Activities: Review with students that the sailors sing to set the pace of the work. Guided Practice Activities: Have students listen to “Haul Away. (Both hands together like they are holding a rope in front of the body but hands raised overhead. Ask for new volunteers to be the chantey man and sing the call while the class sings the response and everyone does the work. which were for setting the sails and longer jobs. Review with students what group of people would sing this type of song.SAMPLE LESSONS Independent Activities/Meaningful-Use Task: Have the class sing the response as they are showing the work. Discuss the role of the chantey man. Discuss what would help the sailors work together at the same pace (music). Review the halyard (haillard) chanteys. Joe” again and learn the response of the song. capstan chanteys will be sung. Next time. Day 2: Halyard Chanteys Warm-Up: Listen to “Haul Away. Curriculum Framework – Elementary Vocal and General Music 228 . Next time. Joe” from Music and You. Review with students that the sailors sing to set the pace of the work. Review with students what group of people would sing this type of song. Book 5 and Spotlight on Music – 2. Book 5. Introductory and Developmental Activities: Review the work the sailors might have to do on the ship. halyard chanteys will be sung.

) Independent Activities/Meaningful-Use Task: To demonstrate the action of turning the capstan. below deck in what is called the forecastle. Review what types of work and chanteys were introduced during the previous classes. Introductory and Developmental Activities: Review the work the sailors might have to do on the ship. Have students listen to “Shenandoah” again and learn the song. Review with students that the sailors sing to set the pace of the work. So the songs were forecastle chanteys. Book 5 and Spotlight on Music . which was a turnstile on the main deck with ropes or chains attached to the anchor under the ship. Talk about what sailors might be able to do during off duty hours. Introduce the capstan chanteys. (A line of sailors would grip a pole that was inserted through the turnstile. Review with students what group of people would sing this type of song.4. Have the class sing the response as the demonstration group is showing the work of turning the capstan. Have students respond to the following prompt: Curriculum Framework – Elementary Vocal and General Music 229 . These were sung in the sleeping quarters.SAMPLE LESSONS Introductory and Developmental Activities: Review the work the sailors might have to do on the ship. shoulder to shoulder. Show the action of turning the capstan. chanteys that were sung in off duty hours will be the focus of the lesson. Guided Practice Activities: Independent Activities/Meaningful-Use Task: Review all the types of chanteys that have been sung during the unit and the work for each. have ten students line up next to each other. Share with students that telling stories was one form of recreation. and have them turn as a line around one other student who stands still as the capstan. Discuss what they were singing about and what it says about what the sailors thought about during their off duty times. This is an example of a capstan chantey. Closure Activities: Day 4: Forecastle Chanteys Warm-Up: Listen to “Shenandoah” from Music and You. Guided Practice Activities: Have students listen to “Away for Rio” again and learn the response of the song. There would be about 14 poles per capstan. There would be about ten men on both sides of the pole or 20 men per pole. Ask for new volunteers to be the chantey man and sing the call while the class sings the response and the demonstration group moves. Stories that are put to music or “ballads” were also sung during off duty hours. Next time. which were sung to turn the capstan.

SAMPLE LESSONS Pretend you are looking for a sailor to go to sea during the 1700’s. 1 – Limited attempt is made to answer the prompt. 0 – Students did not attempt to perform the chanteys. Curriculum Framework – Elementary Vocal and General Music 230 . Scoring tool for the writing prompt: 4 – Prompt is completely written with the proper form and accurate historical/cultural information. Write an advertisement for a newspaper to persuade more sailors to come work on your ship. 1 – Students attempted to perform some of the chanteys but did not show an understanding of the sailors and their work. 3 – Students are generally performing the chanteys in a way that shows an understanding of the sailors and their work. Include information about the life on the ship or jobs you have to perform as a member of the crew. Tell what you may have a chance to do in your leisure time. 3 – Prompt is generally well written with the proper form and somewhat accurate historical/cultural information. Tell about a favorite sea chantey you enjoy singing and what you are generally doing when you sing it. 2 – Attempt is made to answer the prompt but information was generally inaccurate or incomplete. Closure Activities: Have students think of how music could help make their own work get done easier. Assessment: Assess the students’ performance of the chanteys and the work during the entire unit using the following scoring tool: 4 – Students are consistently performing the chanteys in a way that shows an understanding of the sailors and their work. 2 – Students are occasionally performing the chanteys in a way that shows an understanding of the sailors and their work. 0 – Students did not respond. Grade drops one letter grade for missing music information.

Activity: Assessment: Assess the students’ work using the following scoring tool: 4 – Students perform both patterns with no errors. 0 – Students did not respond to the prompt. and perform simple music in duple and triple meter including dotted half notes. (I. Indicator(s) from Scope and Sequence: • Read. 1 – Students perform both patterns with fewer than ten errors.D. Each student will demonstrate proficiency in a small group and individually. the students will read music in both meters in order to perform patterns in both meters on classroom percussion instruments. 3 – Students perform both patterns with fewer than four errors. Each student will choose a rhythm instrument on which to play one pattern in duple meter and one pattern in triple meter.Grade 5 – Lesson 6 Lesson Title: SAMPLE LESSONS Assessment Activity Reading in Two Meters Overview: Following instruction on reading music in duple and triple meters. Have the students practice playing the rhythmic patterns with a partner. 2 – Students perform both patterns with fewer than six errors. Curriculum Framework – Elementary Vocal and General Music 231 .1) Copy the worksheet included with this lesson. write.

2 4 2 4 3 4 3 4 Curriculum Framework – Elementary Vocal and General Music 232 .SAMPLE LESSONS Reading in Two Meters Read these rhythms. Then play them on percussion instruments.

Have students indicate when they hear a rhythm pattern. (Grade 5 – II. Ask students to find patterns in the cloth. 2 – Students are listening to the music and attempted a Kente cloth pattern but did not create a pattern.C. 0 – Students were not listening to the music or attempting a Kente clothe pattern. Relate the patterns in the Kente cloth to patterns in the West African music. Show a sample if available. (Grade 5 – II.2) Play West African drum music. Explain that this is one of the characteristics of African music. Curriculum Framework – Elementary Vocal and General Music 233 .SAMPLE LESSONS Grade 5. Assessment: Assess the students’ work using the following scoring tool: 4 – Students are following the directions for creating a Kente cloth pattern while listening to the music without talking. 3 – Students are following the directions for creating a Kente cloth pattern while listening to the music with some talking. 1 – Students listened to the music but did not attempt a Kente cloth pattern. (Grade 6 – II. Indicator(s) from Scope and Sequence: • • • • Compare the uses of music in western and non-western cultures. Play the West African drum music as students are working on their designs. Ask students if they have seen Kente cloth before.1) Relate styles in music to style in visual art. (Grade 6 – II. Have students draw a Kente cloth design using the entire sheet as if it were a piece of cloth. 6 – Lesson 7 Lesson Title: Kente Cloth patterns Overview: Students will design Kente cloth patterns while listening to West African percussion ensemble music in order to identify patterns.1) Compare folk music to other forms of artistic expression in western and non-western cultures. Explain that there is another art form that uses patterns that comes from the same area of Africa. Share the book Kente Colors by Debbi Chocolate.C. Independent Activities/Meaningful-Use Task: Distribute a large sheet of plain drawing paper. Warm-Up: Introductory and Developmental Activities: Make note on a map what region of Africa the music is from.C.1) Identify patterns in music and relate them to patterns in visual art.A.

1) Discuss the characteristics of a good performance. compliments and suggestions for improvement for the performer. Independent Activities/Meaningful-Use Task: Have students respond to the following prompt: Pretend you are the manager of one of today’s performers. stage presence. and appropriate expression. proper tempo. Write at least two compliments (positive statements) as well as two suggestions for improvement. Write a critique of their performance commenting on the following: their talent. Allow students to perform a musical selection of their choice for the class. (Fifth Grade Reading Theme 2 called “Give It All You’ve Got” would be a nice link for this lesson. Keep in mind as you make your word choices that this person is your employer and you want to offer them assistance in improving their performance and at the same time. 6 – Lesson 8 R W Lesson Title: Manager’s Critique Overview: Following a performance by the school chorus or band or a performance by an outside group.) Warm-Up: Introductory and Developmental Activities: Guided Practice Activities: Have the rest of the class make notes about the performance. organization. choice of music.SAMPLE LESSONS Grade 5.A. keep your job.A. bravery. including what was performed.) Indicator(s) from Scope and Sequence: • • Determine the characteristics of a good performance such as singing or playing in tune. Include at least three of these areas in your critique.1) Construct and apply criteria of good musical performances to individual achievements. Discuss responsibilities of a performer’s manager. and if applicable. (Grade 6 – IV. performance. Curriculum Framework – Elementary Vocal and General Music 234 . cooperation with other members of the performing group. students will observe a performance in order to write a critique of the performers. Use the writing process for the completion of this writing assignment. (This would be a good performance opportunity for those piano students and instrumental music students. (Grade 5 – IV.

0 – Students did not respond to the prompt. Curriculum Framework – Elementary Vocal and General Music 235 . or suggestion for improvement. compliment. 2 – Students answered the prompt commenting on one or two of the suggested areas with only one compliment and/or only one suggestion for improvement.SAMPLE LESSONS Assessment: Assess the students’ work using the following scoring tool: 4 – Students answered the prompt completely commenting on three of the suggested areas with two compliments and two suggestions for improvement. Alternative Activity: Have students write a recommendation for the performer. Closure Activities: Review the characteristics of a good performance. 3 – Students answered the prompt commenting on one or two of the suggested areas with two compliments and/or two suggestions for improvement. 1 – Students attempted to answer the prompt but left out the suggested areas.

e. chorus and band groups. Curriculum Framework – Elementary Vocal and General Music 236 . on an A/B day schedule. • Work on individual and group projects – i.” Chorus students should be able to sing songs with multiple verses. The students will develop their vocal and general music skills by singing.. Class periods will be 45 minutes in length. writing and performing music. Students should be able to sing and play accompaniment parts on various classroom instruments. identifying and understanding the elements of music. as well as school performances should be provided. Students will begin to explore music technology and careers in music. identifying and classifying styles and music genres. with approximately 20 lessons in each unit. audition for Honors Chorus. various languages. unless it is determined by their teacher that the voice has sufficient maturity to participate at the Middle School level. music technology. which is essential to begin career focus and development Because of these factors. students will • Require more time for guided practice and independent work after direct instruction. and more willing to work toward greater skill development. sports) • there is a greater capacity to express opinions.SAMPLE LESSONS Guidelines for Teaching Sixth Grade Using the Middle School Model The sixth grade student is in the middle – socially and developmentally – between the need for specific directions and guidance of elementary and the beginnings of independence and responsibility of early adolescence. • Incorporate writing activities to develop note-taking skills. A 6th grade student should audition for the elementary Honors Chorus.. expressing opinions. composition. The music concepts will be taught in units. perform and respond to music. either verbally or written • students are beginning to discover strengths and talents. playing classroom instruments. Opportunities to participate in outside performances. The Middle School courses catalog states that students participating in 6th Grade chorus will: “continue the development of their vocal/choral skills begun in elementary school. The course description in the Middle School Courses Catalog.e.” To accomplish this. • Improve skills on recorder and classroom instruments (guitar and keyboard if available) through individual and ensemble performance. With this movement toward independence: • the peer group takes on greater importance in personal decision making • there is a greater capacity to work • students can participate in organized group activities with rules and expectations (i. states that students in 6th Grade General Music will: “demonstrate the ability to perceive. Literature and techniques are selected according to the developmental needs of the students. students in 6th grade are to be instructed using the Middle School model. writing to persuade and writing to inform. and two-parts. Repertoire is representative of various styles and cultures. exploring careers in music.

(II.1) Examine music. and whole notes. Call out switch and the students should switch to the other rhythm.4) Read and perform simple rhythmic notation including sixteenth notes.1) Relate the ways in which music of various cultures.1) Select and play classroom instruments that are appropriate to the non-western music being studied. Curriculum Framework – Elementary Vocal and General Music 237 . half notes.D.2) Compare the use of music and the roles of musicians in our culture and those in selected nonwestern cultures. Divide the class and have half the class read and clap the top rhythm while the other half does the same with the bottom rhythm.) Indicator(s) from Scope and Sequence: • • • • • • Describe the tone color and methods of sound production for instruments using sound classification terms.A. such as African and Latin American. influenced the development of musical styles in the United States.A. eighth notes. (I.A. (II.B.B.2) Day 1: Basic rhythm review Warm-Up: Read and clap rhythm patterns from the board using quarter notes and rests. (I. (II. (This unit is divided into five lessons.SAMPLE LESSONS Grade 6 – Lesson 1 Lesson Title: Multicultural Rhythms Overview: Students will experience rhythm ensemble music from three cultural regions of the world in order to classify and compare the instruments used from the three regions. Introductory and Developmental Activities: Assign the new names given below to the notes: Jazz Ragtime Have students read the following rhythms using the names given above. which is unique to students’ cultural heritage. (II.

Assign students to play the rhythms on the designated instruments. first one rhythm. Assessment: Observe students as they perform the “Lion Dance” to assess their skills using the following scoring tool: 4 – Students can maintain their assigned rhythm with minimal errors in performance. Explain that this is a sample of one of the rhythms that might be played during a Lunar New Year parade. Independent Activities/Meaningful-Use Task: Have students use the ragtime note names to read “Lion Dance #1. Have students clap.” half the class claps one rhythm while the other half claps the other. Distribute Lunar New Year information sheet included with this lesson. 2 – Students were generally accurate but not able to maintain their assigned rhythm. Explain to students that they will hear the music again and they will now need to listen for when to split. is it a celebration you look forward to?” Review “Lion Dance #1” from the previous lesson using the ragtime note names. why not? If yes. Discuss other customs associated with Lunar New Year. This is when people dress in a lion costume and move through the streets as they celebrate Lunar New Year. we learned about the Lunar New Year.” (See song sheet included with this lesson. This could be used for an assessment activity as well. Call out when to switch as the music plays. What celebrations can you think of that involve large groups of people in an organized activity? Does your family participate in this celebration? If no. Have the students start out like before but part way through. Using this sheet as a guide. than the other rhythm while the music plays. call out “split” and later call out “switch” so that students have an opportunity to do both rhythms in unison as well as harmony. Play the music again. 3 – Students were generally accurate with some errors but maintained the assigned rhythm. Students will be learning a new rhythm note in the next lesson.) Have students signal the rest rather than saying it. 0 – Students made no attempt to play assigned rhythm. When they hear “split.SAMPLE LESSONS Guided Practice Activities: Play “The Entertainer” by Scott Joplin. Answers should be in selected response format or brief constructed response format. Closure Activities: Review the new note names for familiar notes. 1 – Students made a recognizable attempt at playing their assigned rhythm but were not able to maintain it and made several errors. Day 2: Asian rhythm ensemble Warm-Up: Students should think about the following questions which have been written on the board: “In our last class. Curriculum Framework – Elementary Vocal and General Music 238 . prepare questions for the students to answer. Play all four parts at the same time.

Play the music again. When they hear “split. Review the two rhythms from the previous class. Divide the class and have half the class read and clap the top rhythm while the other half does the same with the bottom rhythm. Review Lunar New Year customs. Assessment: Observe students as they perform the “Lion Dance #2” and “Dragon Dance” to assess their skills using the following scoring tool: 4 – Students can maintain their assigned rhythm with minimal errors.” Have students signal the rest rather than saying it. 0 – Students made no attempt to play assigned rhythm.time Independent Activities/Meaningful-Use Task: Have students use the ragtime note names to read “Lion Dance #2. Students will be learning rhythms from other cultures in the next lessons. Have students clap each rhythm. call out “split” and later call out “switch” so that students have an opportunity to do all four rhythms in unison as well as harmony. one at a time while the music plays. Closure Activities: Review the new names for reading all the notes used in this lesson. play “The Entertainer” by Scott Joplin. Have the students start out like before but part way through. Assign students to play the rhythms on the designated instruments. Explain that some years the parade uses a dragon rather than a lion. Use all four and divide the class into four groups. Review their real names as well. Call out when to switch as the music plays. Explain that this is another sample of one of the rhythms that might be played during a Lunar New Year parade. Do the same with the Dragon Dance. 3 – Students were generally accurate with some errors but maintained the assigned rhythm. Have students read the following rhythms using the names given above. Call out ‘switch’ and the students should switch to the other rhythm. Play all four parts at the same time.SAMPLE LESSONS Introductory and Developmental Activities: Introduce the sixteenth note using the word “entertainer” for reading these notes. 2 – Students were generally accurate but unable to maintain their assigned rhythm.” each group needs to clap their assigned rhythm. Show students how sixteenth notes and eighth notes can be combined and performed using combinations of the new “ragtime” note names as in the example below: Rag – tainer Enter . Curriculum Framework – Elementary Vocal and General Music 239 . 1 – Students made a recognizable attempt at playing their assigned rhythm but were not able to maintain it and made several errors. Guided Practice Activities: Again. Explain to students that they will hear the music again and will now need to listen for when to split. Again assign students to instruments to perform the Dragon Dance rhythms.

Have students listen to a recording of “Sakura” from Spotlight on Music. rhythms. These drums were used for many purposes. Have students tap the steady beat. Observe students as they create the ostinato to assess their skills using the following scoring tool: 4 – Students can maintain their ostinato and it fits the music. Guided Practice Activities: Have students listen to “Lion” from Spotlight on Music. it was brought to Japan. Curriculum Framework – Elementary Vocal and General Music Assessment: 240 . Japanese music is also full of contrasts. Share with students the following information about the koto: The koto is a stringed instrument that originated in China. Sing along with the recording. 2 – Students can start the ostinato but it does not fit the music. One of the traditional folksongs is Sakura. The koto now has 13 strings. 1 – Students made a minimal effort to perform the ostinato. It is a popular household instrument. where it obtained many more strings. Book 6. The word “taiko” means fat drum in Japanese. Music traditions here are very old. Students should give one reason for their preference and must choose one of the pieces heard in class today. 0 – Students made no attempt to create or perform an ostinato. like the piano in the United States. Share information about the taiko. However. The taiko is a drum. and many of the old practices are still followed. Does this sound familiar? Is it something you would expect to hear on the radio? What element of the music (instruments. and there is also a heavy emphasis on tradition while pursuing new technology. This song is known and sung by both young and old people. Independent Activity: Have students record which piece of Japanese music most appealed to them in their listening journals. Have students listen to “Sakura” played on the koto. Play the ostinato on drums during the A section on the recording (when the voices are chanting). such as in ceremonies and in wartime to frighten the enemy and to command the troops. Big cities and quiet countryside are what will be found there. Book 6. All groups play their ostinato on the final A section.SAMPLE LESSONS Day 3: Rhythms of Japan Warm-up: Play a selection of Japanese instrumental music and have students respond to the following which is written on board: “Use your listening journal to record observations of the piece of music to which you are listening. 3 – Students can start the ostinato but not maintain it. overall sound) do you like? What element does not sound like anything you have heard before?” Introductory Activities: Share the following information with students: Japan is an island country. Form four groups and have students create and practice an ostinato for the A section.

The class will determine if the pattern sounded the same or different. Explain to students that the West African music will be played again and they should improvise their own rhythm pattern to go with the music. Musicians serve an apprenticeship. Have them count out the lines one at a time. Guided Practice Activities: Divide students into six groups and assign each group one of the rhythms. you are going to be a music teacher. working with a master to learn rhythms and expression. Missing numbers should be said in their head and not left out. This is referred to as “oral tradition. numbers will be used rather than notation. They will also try to determine who the master was and who the apprentice was. Independent Activities/Meaningful-Use Task: Assessment: Observe students as they improvise to assess their skills using the following scoring tool: 241 Curriculum Framework – Elementary Vocal and General Music . Each group should play both patterns together. the study of music is done differently. one after the other.” To introduce students to African rhythms. Day 4: African rhythm ensemble Warm-Up: Have students follow these directions written on the board: Today. Explain that the name Anansi is also used in African folktales or trickster tales. Explain that in West Africa. dynamics) as well as actually teaching the rhythm itself. Have students transfer their rhythms to designated instruments. and the characteristic sound of a West African ensemble. Because it is difficult to learn expression from traditional notation. Layer the entrance of each rhythm. Have the rhythms stop in reverse order when given the signal to stop. The teacher should be keeping a steady beat and counting to help the students master their patterns. Think about expressing the pattern (tempo. Choose a partner and take turns teaching a pattern of four to eight beats long. Show students the “Anansi” rhythm patterns. Be ready to perform today! Introductory and Developmental Activities: Play West African drumming music for the students and have students listen to the rhythms. What instruments are the same? What role does music play in Japanese society? How about in Chinese? Students will explore rhythms from Africa next. Follow the same procedure to perform this rhythm. this music is passed from teacher to student or from person to person by ear. They should repeat the rhythm until given the signal to stop. Have students perform the patterns they taught in the beginning of class. Review with students the African tradition of improvisation in music. Play the music and allow students to improvise while it is playing.SAMPLE LESSONS Closure: Compare the three cultures explored thus far in the unit. Show students the “Akua” rhythm pattern.

3. Divide the students into six groups. Again.” Independent Activities/Meaningful-Use Task: Assessment: Observe students as they perform the Latin rhythms to assess their skills using the following scoring tool: Curriculum Framework – Elementary Vocal and General Music 242 . Guided Practice Activities: Have students read the rhythms that are on the sheet included with this lesson one at a time. 3 – Students can improvise but not maintain their rhythm. Review the definition of oral tradition.e. Mexican food. Discuss the importance of the percussion section. Students will be learning rhythms from another culture in the next lesson. Have students transfer their assigned rhythm to the designated instrument. Share where the music comes from. which has an instrument sound library. 1 – Students made a minimal attempt to improvise and it did not fit with the music. Discuss other uses of the word ‘salsa. Day 5: Latin America rhythm ensemble Warm-Up: Have students listen to an example of salsa music like “La Bamba” from Share the Music. perform their rhythm with the refrain of “La Bamba. Explain that the new rhythm ensemble that the students will be performing will use instruments from Latin America. Assign each group a rhythm.SAMPLE LESSONS 4 – Students can maintain their improvised rhythm and it fits with the West African music. ’ i. locate pictures to show students. Introductory and Developmental Activities: Share with students that this style is called salsa.html This site brings you to the opening of the Latin Afro-Cuban Jazz lesson. grade 5 and Spotlight on Music . A great resource for supplemental instruments is: http://www. Discuss the instruments heard in the music. Closure Activities: Review the difference between learning rhythms in the African culture compared to the Asian culture. Show students the instruments typically used in Latin American music.org/jazzED/j4yp_curr/modules/latinAfroCubanJazz/module. Discuss whether it seems to be a separate entity or serve to provide an underlying beat. 2 – Students can improvise a rhythm but it does not fit with the West African music.jazzatlincolncenter. Demonstrate the correct way to hold and perform on the instruments. Discuss and compare the instruments used in the two rhythm ensembles. If instruments are not available. Compare the advantages and disadvantages to this tradition with learning by standard notation. 0 – Students made no attempt to perform an improvised rhythm. Have them clap their assigned rhythm when the refrain of “La Bamba” is playing.

African – natural materials. Point out which instrument all the ensembles have in common (drums of some type) and the instruments that are unique to each culture. Have students draw comparisons between the ensembles discussed in this unit using the visual organizer included with this lesson.” 1 – Students made a recognizable attempt at playing their assigned rhythm but were not able to maintain it and made several errors. Latin American – variety).” 2 – Students were generally accurate but not able to maintain their assigned rhythm with “La Bamba. Closure Activities: Discuss and compare the instruments used in the rhythm ensembles from the four cultures. 0 – Students made no attempt to play assigned rhythm.SAMPLE LESSONS 4 – Students can maintain their assigned rhythm with minimal errors in performance with “La Bamba.” 3 – Students were generally accurate with some errors but maintained the assigned rhythm with “La Bamba. Discuss what the instruments in the ensembles from different cultures are made of (Asian – metal. Discuss which instruments are also used in American music. Curriculum Framework – Elementary Vocal and General Music 243 .

Words that sound alike but mean different things are called homophones. or even great grandparents. at the eldest and most respected family member's residence. if not always. Some families will invite a Lion Dance troupe to their home as a symbolic ritual to usher in the Lunar New Year as well as to force-evict bad spirits out of the premises. Red packets traditionally consisted of amounts which were considered multiples.SAMPLE LESSONS The Lunar New Year The Lunar New Year. Employers may also give red envelopes to their employees on the first working day after the festival. Some specific traditions of the Lunar New Year are that on the third day. It is believed the cleaning sweeps away bad luck and makes their homes ready for good luck to arrive. The first week is the most important and most often celebrated with visits to friends and family as well as greetings of good luck. Because certain things and/or food sound alike to certain Chinese well-wishes. It is interesting to note that in the Chinese tradition. the belief is that having one will lead to the other. Some people give their homes. in order of their seniority.” the day when everyone grows one year older. near and far. get together for celebration. usually their parents or grandparents. usually married. The gift was originally a token amount but these days it is not uncommon to receive large sums in affluent families. Depending on locality. Chinese red firecrackers will also be on display where the deafening explosion of each firecracker is believed to scare evil spirits away. The New Year's Eve dinner is very large and traditionally includes foods with names that mean good things." "wealth. Family members. it is best not to visit family members. The fifteenth and last day of the New Year is the time when an old woman will greet you with a basket of celery. to unmarried junior members of the family. Chinese families give their home a thorough cleaning. Amounts like $2 or $20 were acceptable. also called the Chinese New Year. This has been in practice for many centuries. and Vietnam. the same day may also be celebrated as the Lantern Festival. On the days before the New Year celebration. lasts for fifteen days. will pay a visit to their oldest and most senior member of their family. Japan. The seventh day traditionally is known as the “Common Man's Birthday. doors and windowpanes a new coat of red paint. Homes are decorated with paper cutouts of Chinese auspicious phrases and couplets (short phrases) that speak of "happiness. Similarly "multiples of 2" such as $1. It is at this gathering that red envelopes are given by senior members of the family. The date of the New Year changes each year depending on the Chinese calendar. Curriculum Framework – Elementary Vocal and General Music 244 . such as Korea.10 and $2. or as the Chinese Valentine’s Day. this is not strictly adhered to." A reunion dinner is held on New Year's Eve where members of the family. Tibet. All brooms and dust pans are put away on New Year's Eve so that good luck cannot be swept away. Usually family members gather on the morning of New Year's Day. The venue of the aforementioned Reunion Dinner is usually. The same calendar is used by countries and cultures that are influenced by the Chinese. the name of an object can influence people to believe that it is either good or bad luck." "longevity.20 were also acceptable. However.

They are cased in red paper. kumquat plants. as red will scare away evil spirits and bad fortune. The word "hair" is a homonym to the word for "prosperity". Buying a pair of pants is also considered bad luck. such as peach blossoms. Talking about death is inappropriate for the first few days of Chinese New Year. The loud popping noise created by the explosion is thought to scare away evil spirits. as red symbolizes good things. Information taken from www. Superstitions during the New Year period • • • • Buying a pair of shoes is considered bad luck. Curriculum Framework – Elementary Vocal and General Music 245 . as it is considered inauspicious as well. The word "shoes" is a homonym to the word for "rough" in Cantonese.SAMPLE LESSONS Firecrackers Firecrackers are either by themselves or strung in a long string. There are also several flowers and plants which are popular for the New Year. Candy is eaten to ensure the eater a "sweet" year. Thus "cutting hair" could be perceived as "cutting your prosperity" in Cantonese.org/ . narcissus.wikipedia. chrysanthemums. The word "pants" is a homonym to the word for "bitter" in Cantonese. Clothing Red clothing is worn throughout the Chinese New Year. (Although some perceive it to be positive as the word 'pants' in Cantonese could be a homonym to the word for "wealth". Decorations Red banners with "Luck" (福) written on them are hung around the house and on the fronts of doors.) A hair-cut is considered bad luck. and bamboo.

line 3 = gong and suspended cymbal. line 4 = drum Dragon Dance line 1 = finger cymbals. line 2 = triangle.SAMPLE LESSONS Lion Dance # 1 line 1 = finger cymbals. line 4 = drum Curriculum Framework – Elementary Vocal and General Music 246 . line 2 = triangle. line 4 = drum Lion Dance # 2 line 1 = finger cymbals. line 3 = gong and suspended cymbal. line 3 = gong and suspended cymbal. line 2 = triangle.

SAMPLE LESSONS Akua Rhythm Pattern Split Log Drum Large Drum Shakers Sticks Hand Drum Blocks 1 1 1 1 1 1 3 4 5 5 6 2 2 2 3 3 3 4 5 5 5 6 6 6 7 7 7 8 8 8 8 Curriculum Framework – Elementary Vocal and General Music 247 .

SAMPLE LESSONS Anansi Rhythm Pattern Split Log Drum Hand Drum Shakers Bongo Drum Large Drum Sticks 1 1 1 1 1 1 3 3 4 6 7 2 2 5 5 6 7 8 3 5 7 Curriculum Framework – Elementary Vocal and General Music 248 .

SAMPLE LESSONS Latin American Rhythms cowbell maracas bongos cabasa guiro claves Curriculum Framework – Elementary Vocal and General Music 249 .

SAMPLE LESSONS Graphic Organizer for Rhythm Ensembles West Africa Latin America Japan China 250 Curriculum Framework – Elementary Vocal and General Music .

Make note of the patterns in the original song that are maintained in the new versions.) Warm-Up: Introductory and Developmental Activities: Write the word “pitch” on the board. Go over the words until they are comfortable singing it.) Introduce the song “Take Me Out to the Ball Game.A. share this one. Ask them to also use the word in a sentence to fit each definition. two musicians who have made a career from parody music. (III. Guided Practice Activities: Students will write their own with the topic of school. “Take Me Out to the Ball Game” will be on their list but if not. i. Try to pick a song that you think your students will recognize from the opening measures.A. (II.SAMPLE LESSONS Grade 6 – Lesson 2 Lesson Title: R W Parody Songs Overview: Students will compare two performances of the same song with different words in order to create new lyrics for a song of their choice.e. Curriculum Framework – Elementary Vocal and General Music 251 . Ask students to name songs they might hear at a baseball game. one of the definitions must be musical. Take me out of the grade school… List ideas of things they might include in their song.1) Develop the ability to compose and arrange music.B. Share the versions of the song in either of the books Take Me Out of the Bathtub and I’m Still Here in the Bathtub by Alan Katz. (IV.) Compare dissimilar performances of the same work discussing differences in interpretation and preferences. What is the message that is being delivered by the lyrics? What is the mood of the piece?” Play a piece of music by the Bob Rivers Band or Weird Al Yankovich. (Hopefully.” Have students join in with the singing or teach the song if they do not know it. (“Eat it!” by Weird Al is a great example. Ask students to think of two definitions of the word. record your impressions of this piece of music. Indicator(s) from Scope and Sequence: • • • Examine music that is unique to students’ cultural heritage. Let students know that these are parody songs.1) Have students respond to the following: “In your listening journal. Show how the tune of the song should be maintained as they write new lyrics as well as a rhyme scheme if possible.

1 – Students made a minimal attempt to be part of the group work in either composition or performance. Provide chart paper and markers for students to write down their final version as well as scratch paper for them to write rough drafts and ideas. If each group starts their new verse with the words ‘Take me out of the grade school. 0 – Students made no attempt to contribute to group work. Curriculum Framework – Elementary Vocal and General Music 252 . Observe students as they create and perform their new verse to assess their skills using the following scoring tool: 4 – Students contributed consistently to the group composition and performed it. 3 – Students contributed occasionally to the group composition and performed it. Assessment: Have the students sing the whole song with each group singing their new verse.’ the whole class could join in on that part of the song as each group sings the verse. Each group needs to work on a version of their own. 2 – Students contributed to the group composition but did not perform it or performed it but did not help with the composition. Closure Activities: Have students think of other familiar songs that could have new words added.SAMPLE LESSONS Independent Activities/Meaningful-Use Task: Have students divide into cooperative groups.

Assessment: Assess the students’ work using the following scoring tool: 4 – Students write down all patterns with fewer than two mistakes. the students will recognize rhythmic notes in order to write four-beat patterns that the teacher plays on a hand drum. Introductory and Developmental Activities: Guided Practice Activities: Have students work with a partner for cooperative learning. 3 – Students write down all patterns with fewer than four mistakes. Closure Activities: Have individual students clap patterns that the teacher must notate. have students work alone. students will arrange the patterns to reflect what the teacher is clapping. After three patterns.2) The teacher will clap eight beat patterns.SAMPLE LESSONS Grade 6 – Lesson 3 Lesson Title: Rhythmic Dictation Overview: Following instruction on reading rhythmic notation including sixteenth notes. (I. eighth notes.D. quarter rests. half notes. whole notes. Curriculum Framework – Elementary Vocal and General Music 253 . and sixteenth notes. Independent Activities/Meaningful-Use Task: The teacher will clap ten rhythmic patterns containing the same note values as mentioned above. 1 – Students write down all patterns with fewer than eight mistakes. Indicator(s) from Scope and Sequence: • Write simple rhythmic and melodic patterns from dictation. Students will write the patterns down as they hear them. 0 – Students did not respond. Using manipulatives for quarter notes. 2 – Students write down all patterns with fewer than six mistakes.

just on the song itself. When they hear a syncopated pattern.) List ways that the piece of music could be changed. where they are performing. “Twinkle Twinkle Little Star. they “rise” when they echo the pattern. melody.” Emphasize that if working with a partner. combine with another group and perform the different versions. Experiment with suggestions until comfortable with one.A. Guided Practice Activities: Independent Activities/Meaningful-Use Task: Working alone or with a partner.5. Warm-Up: Introductory and Developmental Activities: Listen to the recording of the song “Guantanamera” from Music and You. Indicator(s) from Scope and Sequence: • Compare dissimilar performances of the same work discussing differences in interpretation and preferences. choose a familiar song (i.” Students may not comment on the student performance. Then.e. the song selected must be known to both people in the group. listing the answers on the Venn diagram. and form. Students echo clap several patterns. Listen to another recording of the song made at the Smithsonian Folklife Festival (Smithsonian Folkways World Music Collection). Discuss the different musical elements of this recording such as: instruments. dynamics.1) Review syncopation patterns by using the “Rise and Shine” echo clap activity. (IV. performers. Complete a supporting statement which shows which version is preferred using the following prompt: “I liked _________________ version best because ______________________________. Grade 6 and Spotlight on Music . they sit back down when they echo the pattern. tempo. Compare these two recordings. Use a Venn diagram to list the students’ answer. Curriculum Framework – Elementary Vocal and General Music 254 .SAMPLE LESSONS Grade 6 – Lesson 4 Lesson Title: R W Compare and Contrast Overview: Students will listen to two versions of the song “Guantanamera” in order to discover similarities and differences in the performances of each. When they hear an non-syncopated pattern.

1 – Students completed part of the diagram and wrote a supporting statement including at least one of the elements discussed. 0 – Students did not respond to the prompt. 3 – Students completed the diagram and wrote a supporting statement including four of the elements discussed.SAMPLE LESSONS Assessment: Assess the students’ work using the following scoring tool: 4 – Students completed the diagram and wrote a supporting statement including all the elements discussed. Curriculum Framework – Elementary Vocal and General Music 255 . Closure Activities: Review the activities completed in these lessons and review the different musical elements that can be changed in different versions of the same music. 2 – Students completed the diagram and wrote a supporting statement including at least two of the elements discussed.

The piece of art work from the beginning of class was painted by Casper David Friedrich. Introductory and Developmental Activities: Curriculum Framework – Elementary Vocal and General Music 256 . composers and artists used events from their daily lives as source material and inspiration for their creativity. The Romantic Period covered the years from 1825-1900 and there is a parallel Romantic period in literature and art. Indicator(s) from Scope and Sequence: • • • Perform and compare examples of monophonic. Explain to students that art and music history are divided into time periods based on prevailing opinions at the time. and artists.C. Do NOT reproduce the title. (II.D. there were a lot of rules that had to be followed by composers. He painted this in 1818. (The painting is provided at the end of this lesson. a German painter who lived from 1774-1840. polyphonic and homophonic texture. In the Romantic Period. tell students the title of the work.1) Identify aurally a repertoire of diverse vocal and instrumental compositions written by exemplary composers. Ask students to identify elements in the work that fit with the title of the piece. After students have responded. (II.A.SAMPLE LESSONS Grade 6 – Lesson 5 Lesson Title: R W The Romantic Period Overview: Students will examine the influence of daily experiences of musicians and artists in the Romantic Period in order to describe the connection to musical works and artistic creations of the Romantic Period. (I.) Display it on an overhead as students come in to class. Share with students the following information about the Romantic Period: The Romantic Period was a reaction to the music of the Classical Period. musicians. In the Classical Period.1) Day 1: The Romantic Period Warm-up: Prepare a transparency of the painting “The Wanderer Above the Sea of Fog” by Casper David Friedrich. Ask students to brainstorm what this artist might have been trying to convey through his work.3) Relate styles in music to styles in visual arts.

Other selections that may be used in this lesson are: Erlkonig .Bizet Firebird . 2 – Students completed half of the scenarios or their answers are incomplete. They are to then write one or two sentences describing the music that they feel would best accompany each scenario. tell students to listen to the scenarios that are read in class. Depending on the character of the class.Stravinsky All of these can be located on the www. Closure Activities: Curriculum Framework – Elementary Vocal and General Music 257 . 1 – Students show an attempt to complete the work but most of their answers are missing or incomplete. tell students that they are going to be listening to four excerpts of music. Have each student in the class contribute one idea. if they create their own piece.SAMPLE LESSONS Guided Practice Activities: Using the template #1 (included with this lesson). However. loud. which is a free website. They may use existing pieces or create their own.Schubert Symphonie Fantastique . They are to record how each piece makes them feel while they are listening to it. and also what they think the composer was thinking or feeling when he wrote the piece. “Pastoral” . Model appropriate responses for the students using a recording of “Moonlight Sonata” by Ludwig von Beethoven. instrumentation. Have students list things in everyday life that could inspire a piece of music or art. slow. etc.Berlioz Symphony Number 6. 3 .com website.Beethoven Carmen .classicalarchives. Students will possibly be uncomfortable with this task as it involves not only a different listening style. Again. Students are to write a sentence which reflects the mood of the piece.Schubert Gretchen am Spinrrade . students may need to be separated to keep them engaged in the task. 0 – Students did not make an effort to try the assignment. Independent Activities/Meaningful-Use Task: Assessment: Assess student understanding of the music and art connection using the following scoring tool: 4 – Students completed all of the scenarios with complete sentences.).Students completed most of the scenarios but one or two are missing. using template #2 (included with this lesson). but a more personal one. they must describe what it would sound like (fast. Remind students that there are no wrong answers in this exercise.

SAMPLE LESSONS Curriculum Framework – Elementary Vocal and General Music 258 .

You are specifically focusing on mood…how does the piece make you feel? How do you think the composer was feeling when writing this piece? Selection 1Selection 2- This piece made me feel _____________. Selection 3- Selection 4- This piece made me feel _____________. I think the composer was feeling __________________________________. Curriculum Framework – Elementary Vocal and General Music 259 . I think the composer was feeling __________________________________.SAMPLE LESSONS Listening Template # 1 Use this chart to record your impressions of the four listening selections. This piece made me feel _____________. This piece made me feel _____________. I think the composer was feeling __________________________________. I think the composer was feeling __________________________________.

Consider tempo.SAMPLE LESSONS Scenarios Template # 2 In this template. dynamics. you need to make sure that you are using school appropriate music. You may use an existing piece of music. however. you will write what you think would be a theme song for the scenario your teacher reads. and instruments. Scenario 1 Scenario 2 Scenario 3 Scenario 4 Curriculum Framework – Elementary Vocal and General Music 260 .

Ben had another reason for coming. Discuss the answers as a class and have students correct any errors. Have students finish the worksheet by underlining the musical terms. “I am not going to repeat myself. have students look up the musical definition of the term using a musical dictionary or music textbook. (I. His ma told him that Melody. and have the students identify and discuss the multiple meanings of these words. because I hit Carol with a meter stick.) Indicator(s) from Scope and Sequence: • • Describe the characteristics of musical sound. They were going to see the Orioles play the Red Sox – the first major league game of the season.) Introductory and Developmental Activities: Guided Practice Activities: Distribute the following text on a worksheet or a similar text which uses the musical term or terms: • The teacher said. Melody entered the Curriculum Framework – Elementary Vocal and General Music 261 . such as pitch or rest. (This lesson and musical vocabulary list can be used throughout the year to introduce new musical terms and their multiple meanings in preparation for the MSA assessments.A) Develop a comprehension of the relationships of music to the other fine arts. • I was sent to see the Principal. Have students define the meaning of the words using the context clues from the text. The weather was perfect and the stadium was packed. Independent Activities/Meaningful-Use Task: Share the following story with the students: Ben and Carol were so excited. (See Appendix for the Music Glossary from the Voluntary State Curriculum.) Select one or two musical words.C) Discuss musical terms that have multiple meanings. (II. Put the rubber band down!” • It is only natural to want modern computer equipment. looking up the musical definition. Then. • Pitch your tent in the flat area with grass.SAMPLE LESSONS Grade 6 – Lesson 6 Lesson Title: R W Multiple Meanings and Musical Terms Overview: Students will study multiple meanings of words in order to define the musical use of the term. (A list of possible terms is provided at the end of the lesson. Go over the first sentence with the students and underline the words that are musical terms. was going to be there. Write the definition next to the word on the word wall and on the student’s paper. Carol had another motive for coming to the game. Whitney Houston was singing “The National Anthem” and this was a perfect opportunity to hear her live and in person. the new student at school with the cute accent from Hungary. and writing it down next to each musical term.

“Oh. 1 – Students attempted to complete the story but did not include the definitions. 2 – Students attempted to complete the story with a few additional musical terms and included some of the definitions for the musical terms. Assessment: Assess the students’ work using the following scoring tool: 4 – Students completed the story with additional musical terms and included appropriate definitions for the musical terms. Closure Activities: List of Possible Terms: Accent Alteration Band Carol Cue Major Meter Natural Pitch Range Rest Rhythm Album Arrangement Bar line Chord Cut time Medieval Modern Perfect Program Repeat Rhapsody Root Al fine Balance Ben – as in “ben marcato” Con Ma . “the program is starting.as in “lento ma non troppo” Melody Motive Petite Principal Resonance Roll Round Curriculum Framework – Elementary Vocal and General Music 262 .SAMPLE LESSONS stadium right on cue.” Have students independently underline the musical terms and give their musical definitions on a separate sheet of paper.” he said. Then have them finish the story using more musical terminology. 3 – Students completed the story with additional musical terms and included somewhat appropriate definitions for the musical terms. give it a rest Ben. Have students share their stories with the class. Have the class identify and define the musical terms.” said his sister. 0 – No attempt made to complete the story or write the definitions. “I’m going to go talk to her.

Curriculum Framework – Elementary Vocal and General Music 263 . thing. It is from _____________. and Princess Leia.1) Using personal knowledge of the students. and the main characters. Savvy directors can use the music to foreshadow coming events. themes are used for each of the main characters. Some examples: Harry Potter Fresh Prince of Bel Air Star Wars Have students complete one of the following statements: “I recognize this piece of music. composer John Williams wrote easily recognizable themes for Darth Vadar.SAMPLE LESSONS Grade 6 – Lesson 7 Lesson Title: Leitmotif Overview: Students will examine the concept of leitmotif in order to compose a personal theme song. tempo. and note values. A definition of the leitmotif is a musical theme that is directly tied to a specific person. and the theme itself becomes a powerful part of the story. (III.” Warm-up: Introductory and Developmental Activities: Share with students the following information about leitmotif: The leitmotif is a concept that is widely used by composers today. place. dynamics. Leitmotifs are a compositional tool that allows the composer to tell a story.” We all knew when the shark was coming!) Guided Practice Activities: Have students brainstorm what they would want their personal theme to be. (III. Discuss instruments. or event. In the Harry Potter movies. A third example. and probably the most developed of those mentioned.A. Luke Skywalker.1) Write compositions in complex forms such as fugue and theme and variations. for example. Record personal choices from the discussion on chart paper or the board. Indicator(s) from Scope and Sequence: • • Investigate the use of electronic instruments and equipment in the making of music. Emphasize that the pattern should be easy to recognize and remember.B. All three movies in the series use themes for death. Specifying note values will make this activity easier for students to conquer. Model how to compose an eight note pattern that will be a personal theme. choose a theme that the students will recognize. It can be traced back to Richard Wagner. In Star Wars. is The Lord of The Rings.” “I do not recognize this piece of music. the ring. to create suspense (think about “Jaws. who used it heavily in his operas. The listener is quickly able to recognize the sound of each of these themes.

or MIDI if access is available. guitars. While students are working. Assessment: Closure: Have students sing. 1 – Students attempted to write the melody but were not able to complete the assignment. Their decisions should be a map to completing this activity. Discuss what that theme says about the movie or TV show. but it is awkward. Some students should be able to correctly notate their melody on staff paper. 0 – Students made no attempt at composition. less than the specified eight beats. whistle. Curriculum Framework – Elementary Vocal and General Music 264 . Provide students with several choices for instruments to use for their theme. Students should be able to perform their themes. such as recorders. They should record their brainstorming in case they get stuck in the process. if possible. 3 – Students wrote a melody for their theme. record the class theme created during the Guided Practice on any technology available. 2 – Students wrote a partial melody. pianos. or hum themes from television or movies for other students to guess.SAMPLE LESSONS Independent Activities/Meaningful-Use Task: Have students follow the same thought process to create their own lietmotif. Assess student compositions using the following scoring tool: 4 – Students wrote a melody that fit with ideas that they wrote for their personal theme.

and Latin American. (III. A blues note is a pitch that is lowered by one half step.2) Write compositions in complex forms. The blues is primarily a vocal solo or narrative with instrumental accompaniment and a fixed harmonic progression. European. guitarists. Listen to a blues piece such as “Joe Turner Blues” from Music and You. Grade 6. 265 Curriculum Framework – Elementary Vocal and General Music . There are three distinct blues forms: 8-bar blues. 12-bar blues. Identify call and response as a common musical technique used in African-American spirituals and jazz music. (I. The chord symbols on the chart will represent the root note of each chord. Play the progression on an instrument of choice. (I.A.SAMPLE LESSONS Grade 6 – Lesson 8 Lesson Title: R W The Blues Overview: Students will analyze the blues and their relationship to the African-American Spiritual in order to compose their own blues piece.4) Relate the ways in which music of various cultures such as African. first playing the full chord and then playing the root note for each chord only.B.1) Day 1: What is the blues? Warm-Up: Echo sing several simple phrases or a familiar call and response song. and banjo players. In order to learn the 12-bar blues chord progression.A. The first blues music was performed by singers.D. Guided Practice Activities: Display the chord progression for “Joe Turner Blues” or the selection played earlier. influenced the development of musical styles in the United States. The 12-bar blues is the most commonly used form.) Indicator(s) from Scope and Sequence: • • • • • Analyze musical selections for the use of syncopation and blues notes. Introductory and Developmental Activities: Share the following information about the blues with students: The blues is a style of music that began in America in the early twentieth century and its roots can be found in spirituals and work songs. (I. Explain that a chord is three or more tones produced at the same time.B.1) Read and play a harmonic classroom instrument using standard chord symbols. (II.2) Sing and play melodies and descants to accompany songs. (This unit may take several lessons. the students will be playing the root notes only today. and 16-bar blues. Identify the blues form used for this piece.

and V chord pat head. Closure Activities: Review the 12-bar blues form and directions for the assignment. if using tonebar instruments. the second phrase repeats this statement. Review the 12-bar chord progression using movement. Curriculum Framework – Elementary Vocal and General Music 266 . 0 – Students made no attempt to play the chord progression. Assessment: Assess students as they perform the chords while singing: 4 – Students were able to maintain the chord progression with minimal errors. On the I chord pat knees. Introductory and Developmental Activities: Review the chord progression from previous lesson. If using autoharps or guitars. Students should begin to work in class and then complete the assignment as homework. Explain how to add the fifth of each chord to the progression and display the pattern with these two notes. IV chord pat shoulders. Day 2: The 12-bar blues chord progression Warm-Up: Sing “Joe Turner Blues” or the blues song introduced in the previous lesson. Guided Practice Activities: Explain that the 12-bar blues lyrics often are written in a standard form. 2 – Students were generally accurate but were not able to maintain the chord progression. Review the information about chords and chord roots. Independent Activities/Meaningful-Use Task: Have students create their own blues lyrics in the style and form of “Joe Turner Blues.SAMPLE LESSONS Independent Activities/Meaningful-Use Task: Closure Activities: Review the three distinct blues forms. explain how all of the notes in each chord are already being played. Have students analyze “Joe Turner Blues” lyrics to see if they follow this format. The first phrase makes a statement. Have students play the “Joe Turner Blues” chord progression on classroom instruments. Have students take turns playing the 12-bar chord progression while the rest of the class sings the song and demonstrate the movement. 3 – Students were generally accurate in maintaining the assigned chord progression. 1 – Students made a recognizable attempt at playing the chord progression but were not able to maintain it and made several errors. and the third phrase answers or completes the statement.” (AAB text form) They should be able to sing their lyrics to the same tune or a composed melody while playing the 12-bar blues accompaniment on an instrument.

Closure Activities: Remind students that all blues pieces will be performed for the class during the next lesson and students should bring a copy of their lyrics.SAMPLE LESSONS Day 3: Rehearsing our blues compositions Warm-up: Listen to a new blues song. Form should include the following: Performer(s) ____________________________ Title of Song ____________________________ What was the best part of the performance? ____________________________________ ________________________________________________________________________ What part of the performance needs improvement? Give specific ideas for how it might be improved. Guided Practice Activities: Review the 12-bar blues lyrics form from the “Joe Turner Blues. Review the “Joe Turner Blues.” Remind students that their compositions have to follow that form.” Review the 12-bar chord progression using movement while singing. 12-bar or 16-bar. They need to be prepared to perform them for a grade. Songs should be given a title. Other students should complete their BCR forms following each performance. Introductory and Developmental Activities: Distribute and review the BCR forms to each student. Curriculum Framework – Elementary Vocal and General Music 267 . Decide which form it is: 8-bar. Day 4: Warm-up: Performance Day! *Performing the compositions may take more than one day. Independent Activities/Meaningful-Use Task: Allow students to share instruments and practice their compositions. Introductory and Developmental Activities: Review the 12-bar chord progression using movement while singing. _______________________________________________________________ ________________________________________________________________________ Independent Activities/Meaningful-Use Task: Have students perform their blues compositions for the class.

Closure Activities: Discuss with students other topics for blues creations.SAMPLE LESSONS Assessment: Assess the student performances using the following scoring tool: 4 – Students performed their piece with minimal errors and with correct phrasing and format. 2 – Students made several errors in their performance but the correct format was used. Curriculum Framework – Elementary Vocal and General Music 268 . 1 – Students attempted to evaluate the performance but the evaluation was incomplete. 1 – Students made many errors and did not follow the correct format. 2 – Students evaluated the performance with few details from the performance or ideas from their own experiences. 3 – Students performed their piece with minimal errors but the phrasing or format contained some errors. Their lyrics were somewhat interesting. Assess the BCR responses using the following rubric: 4 – Students evaluated the performance completely given details from the performance and ideas from their own experiences. 3 – Students evaluated the performance given limited details from the performance or limited ideas from their own experiences. Their lyrics were creative and interesting. 0 – Students made no attempt to evaluate the performance or writing did not answer the BCR. 0 – Students made no attempt to write or perform a blues piece.

Appendix Curriculum Framework – Elementary Vocal and General Music 269 .

Acoustic Sound Sources All instruments that do not require electronics to produce sound. (It is used for low-pitched instruments and voices and for left-hand keyboard parts. the loudness or softness of a musical passage. customs. Compose Process of creating a musical work Culture(s) The shared ideas. drum machines. other visual representation. synthesizers.) Blend The process of producing tones that pass imperceptibly into each other. dynamics. Descant A freely written or improvised soprano part added to a melody. followed by a contrasting section. but not limited to: keyboard. Chance Music Music in which composers deliberately leave parts of the composition and performance undetermined. (Aspects such as melody.) Articulation Clarity and distinct rendition in musical performance. rhythm. basic midi devices such as keyboards. Call-and-Response A song style that follows a simple question-and-answer pattern in which a soloist leads and a group responds. and the context in which a particular work is being experienced. and small auxiliary instruments. guitar. (These may include the quality of the aural perception.Maryland State Department of Education MUSIC GLOSSARY from the Voluntary State Curricula ABA Often referenced as “song form. and movement. Accuracy The ability to be precise and avoid errors. Describe Demonstrate understanding of music through reading and writing music notation. including brass. It is also known as aleatory music. Aesthetic Criteria Standards used for assessing the effectiveness of music. timbre. followed by a repetition of the beginning. Curriculum Framework – Elementary Vocal and General Music 270 . Orff instruments (melody and rhythm). Dynamics The volume of sound. emotional makeup of the listener.) Classroom Instruments Any of a number of musical instruments typically found in a general music classroom. and other developing technology. string. or percussion instruments and instruments from various cultures. and form are left wholly or partly to the discretion and creativity of the performer. Electronic Sound Sources Personal computers. and experiences of a given people at a given time. sequencers. woodwind. Bass Clef F clef that indicates the placement of F below Middle C on the staff. beliefs. inclusive of.” musical structure with a beginning section. verbal description.

Interval The distance in pitch between two tones. Melody A succession of notes. duration. (Examples of basic steps are walk.) Improvisation Spontaneous musical invention commonly associated with jazz. often referring to repetition and contrast within the work. for classification of musical instruments based on the sound produced by the vibrating material. Electrophones – Instruments using electronic circuits. dynamics. form.) Major Key (Major Mode) Tonality of a composition based on a scale formula of two whole steps. devised in 1914. and percussion. Locomotor Movement Movement through space involving a change in location. run. Families of Instruments In Western music. slide. and one half step. Homophonic A style of musical texture in which a single melody is supported by chords. Folk Music The indigenous music of the world evoking the life and culture from which it comes. Listen To make a conscious effort to hear. varying in pitch. Curriculum Framework – Elementary Vocal and General Music 271 . Melodic Pattern A representative example of a short melody or combined melodies. Membranophones – Instruments producing sound by means of a stretched skin or membrane. hop. a moving base involving a progressive relocation of the body in space. like instruments are often categorized in four groups. (The five major categories are: Idiophones – Self sounding instruments. one half step.Elements of Music Components of musical activity. woodwind. Free Form Musical structure that relies less on repetition and contrast and more on motivic development. texture. form. Skip. leap. Meter A rhythmic measure of a certain number of beats. including pitch. Intonation The act of singing or playing in tune. or families: string. which have an organized and recognizable shape. Chordophones – String instruments. Fugue A polyphonic composition consisting of a series of successive melody imitations. being intent upon the various aspects of musical composition and performance. Genre Category of music marked by a distinctive style. (Music often handed down by the aural/oral tradition. Hornbostel-Sachs Classification System A system. and tone color. Aerophones – Wind instruments with the sound caused by vibrating air. brass. or content. and jump.) Form The way a musical composition is organized. three whole steps. and gallop are examples of irregular rhythmic combinations.

usually instrumental. Polyphonic A texture which is characterized by the simultaneous combination of different melodies and rhythms. FA.Minor Key (Minor Mode) Tonality of a composition based on a scale formula of one whole step. Scale of 1 – 6. pulling. such as the ordering of the twelve chromatic tones. and twisting. Style Musical characteristics shared by a “school” or group of composers. Non-Locomotor Movement Movement that occurs above a stationary base. or the entire body.TI. inverted. feet only. two whole steps. pushing. stretching. LA. one half step. Pentatonic Any five-tone scale. 272 Curriculum Framework – Elementary Vocal and General Music . which are then transposed. (In Maryland. in which one section intermittently recurs. it includes bending. often referring to repetition and contrast within the work. also called canon. often used by composers as a building block. Motive (Motivic) A short. Movement Patterns Any type of bodily response to music. It may include fingers only. or presented in retrograde Solfeggio A method of sight reading using the syllables. SOL. DO” Staff A set of five lines and four spaces on which music is notated. MI.) Serialism Use of a set sequence of pitches as the basis for a musical composition. bouncing. distinctive musical pattern or figure. Music Structure Synonymous with form. Rhythm Combinations of long and short sounds that convey a sense of movement – pertaining to everything having to do with the time aspect of music. unvarying melody repeated continually throughout a composition. the way a musical composition is organized. (A frequent pattern is ABACADA. hands or arms only.) Ostinato A brief. (Also called axial movement.) Round A composition in which the same melody is started at different times and sounded together. swinging. the official lists are available from the Maryland Music Educators Association. process by which a composer or performer uses musical material in a unique manner. “DO. movement of the body around its own axis. two whole steps. Rhythmic Pattern A representative example of a short rhythm or set of rhythms. Pitch The highness or lowness of sound determined by its frequency of vibration. Graded Music Publishers and music education organizations grade music according to level of difficulty. Rondo A form of composition. RE. shaking. one half step.

Baroque.g.) Tone color Specific quality of a sound. and Impressionist. and percussion. brass. Treble Clef The sign. (See tone color. Western Traditional Instrument Classification System In this system. which indicates that the line on the staff on which it is placed..Stylistic Eras Approximate time periods in music history during which composers used similar compositional techniques. World Culture(s) The shared ideas. (See timbre. is followed by a chorus that is repeated after each verse. Renaissance. musical instruments are classified by family: string. Tempo (Tempi) The speed at which a piece of music is performed. then varied in a succession of statements. Verse and Refrain Song form in which each stanza. Timbre The distinctive tone quality of a sound. Romantic. beliefs. Curriculum Framework – Elementary Vocal and General Music 273 . and experiences of a given people at a given time. variations may be sectional or continuous. e. woodwind.) Transposition Changing a whole piece or a section of a piece from one pitch level (key or tone row) to another. is the G a fifth above middle C (It is used for high-pitched instruments and voices and for right-hand keyboard parts). Two Staff System Two connected sets of five lines and four spaces used to notate two part vocal or instrumental music. customs. Theme and Variations A musical form in which a theme is stated. Classic. or line of metrical writing.

current trends and issues in music education and the latest in products and services. which reaches all areas of music education: choral. The editorial purpose of the Choral Journal is to provide ACDA members with practical and scholarly information about choral music and its performance.nats. private teachers. MMEA is a not-for-profit association incorporated in the State of Maryland whose mission is to provide professional development for music teachers. Its mission is to advance music education by encouraging the study and making of music by all.org/ is a nonprofit music education organization whose central purpose is to promote excellence in choral music through performance. In addition.php is the largest association of teachers of singing in the world. advocacy resources and how-to articles in all specialty areas.mmea-maryland. and music supervisors. to hear and understand.acdaonline. Members of MMEA receive its official publication. and especially voice pedagogy. medicine.org/index. OAKE: ORGANIZATION OF AMERICAN KODALY EDUCATORS www. opportunities for excellence for music students and teachers. junior high. ACDA: American Choral Directors Association www. it provides vital research information and the dissemination of teaching ideas pertaining to Orff Schulwerk. publication. elementary. Box 391089 Cleveland. through music education. The official publication of NATS is the Journal of Singing. which provides current information regarding the teaching of singing as well as results of recent research in the field. It includes guides on technology. The Music Educators Journal offers timely articles on teaching approaches and philosophies. The local chapter is the MUSIK: MARYLAND UNITED SPECIALISTS IN KODALY. orchestra. with members in more than 25 countries.menc. Published quarterly.A. the Maryland Music Educator. The Orff Echo is the official publication of the American Orff-Schulwerk Association.S. middle school. P. ACDA strives through arts advocacy to elevate choral music's position in American society. They are joined by their belief that learning about music . MMEA and MENC have joint memberships. O. research. voice science. to move and create . and to serve as an advocate for music education in schools. Articles and columns cover a variety of topics. it serves as an historical record and is a venue for teachers of singing and other scholars to share the results of their work in areas such as history.org/ is the national association for music education. private school. Members of NATS find themselves in a community of friends and colleagues who are all seeking the same goal: excellence in teaching and singing. general music. OH 44139 (216) 543-5366. Curriculum Framework – Elementary Vocal and General Music Professional Organizations 274 . research. A reference journal. university.learning to sing and play.MENC: Music Educators National Conference www. Membership in MENC includes two of its publications. composition. diction. The two local chapters are the Middle Atlantic Chapter and the Greater Baltimore Chapter. MMEA: The Maryland Music Educators Association www. Its purpose is to promote Kodaly's concept of "Music for Everyone" through the improvement of music education in schools and to enrich the quality of life of the people of the U. both for themselves and their students.aosa. The Kodály Envoy is the quarterly publication of the Organization of American Kodaly Educators. band. college. Teaching Music focuses on practical articles in specific areas. and teaching.org The American Orff-Schulwerk Association is a professional organization of music and movement educators dedicated to the creative teaching approach developed by Carl Orff and Gunild Keetman.org/ is the professional association for the school music teachers of Maryland. AOSA: AMERICAN ORFF-SCHULWERK ASSOCIATION www. Its official publication is the Choral Journal.should be an active and joyful experience. NATS: National Association of Teachers of Singing www.org/ The Organization of American Kodaly Educators was founded in 1973.oake. senior high.

At the end of each unit taught or after teaching from the entire document.CURRICULUM GUIDE EVALUATION FORM This form is to be used by individual teachers to provide a reaction to the curriculum guide currently being used. please complete the form and send it to the Coordinating Supervisor of Special Area Programs. In-service was received on this publication. __________________________________________________________________ Curriculum Framework – Elementary Vocal and General Music 275 . Yes ______ __________________ Publication Date No ________ 2. The best written and most helpful sections or pages of this document __________________________________________________________________ ____ 6. etc. Department of Curriculum and Instruction. 3. Thank you for helping to review and revise your curriculum so that it is meaningful to your teaching. lesson plan. ISSC Building. Information needs to be revised on the __________________________________________________________________ ___________________ ______ following: are: 7.) should be added to the document. The in-service was (adequate. Your input is necessary in order to assess what revisions must be made in the document. Teachers could use further in-service on the following topics/chapters/units: __________________________________________________________________ __________________________________________________________________ 4. inadequate) for using this document. The errors/omissions noted in the document are on page(s)___________________ __________________________________________________________________ 5. The attached material (outline. PGIN: 7690-_______ __________________________________________ Name of Document __________________________________________ Name of Unit/Chapter Evaluated ______________________ Instructional/Grade Level 1.

Does the content adequately provide for Title IX (sex equality) guidelines? Yes ____ No ____ 15.8. The following suggestions would improve this document: __________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Name (if desired) ______________________________________________ School ______________________________________________________ Curriculum Framework – Elementary Vocal and General Music 276 . Are there a sufficient number of available resources listed? Yes ____ No ____ 13. Was the content appropriate for the level of teaching? Yes ____ No _____ 14. Are there a sufficient number of teaching lessons/activities? Yes ____ No ____ 12. What changes would you like to see included? ____________________________ __________________________________________________________________ 10. Does the content adequately provide for inclusion of information about multi-cultural and multiracial relationships? Yes ____ No ____ 16. Did the format of the guide make it easy to use? Yes _____ No _____ 9. Do the lessons contain realistic teaching time frames? Yes _____ No ______ 11.

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