• First Grade Curriculum

    gold line
     
    Here is an overview of the key musical skills and concepts we will focus on this year. This is not an exhaustive list, but rather a curriculum outline for the year.
     
    After each concept is a letter in parentheses: 
    (I) indicates that this concept is being introduced for the first time this year; 
    (X) indicates that a concept, which has been introduced previously, is being further explored this year; 
    (M) indicates that this concept will be mastered this year. After a concept is mastered, it will be reviewed and used to introduce other, more challenging concepts.
     

    BEAT Students will:

    ·          demonstrate a steady beat on pitched and unpitched percussion instruments, body percussion, and through movement. (M)

    ·         experience music with and without a steady beat. (X)

    ·         play a steady beat while singing a song or speaking a rhyme. (X)

      

    RHYTHM Students will:

    ·         improvise rhythms on unpitched percussion instruments. (X)

    ·         play, read and compose simple rhythmic patterns using:

    first grade rhythms
     
    METER Students will:

    ·         experience singing, moving, and playing pitched and unpitched percussion instruments in 2/4, 4/4 and 6/8 time. (X)

    ·         experience singing, moving, and playing pitched and unpitched percussion instruments in various phrase lengths. (I)

     

    FORM Students will:

    ·         recognize repeated phrases and patterns. (I)

    ·         perform pieces in two-part form. (X).

    ·         experience "call and response" and echo singing. (M)

    ·         arrange pieces using contrasting sections. (I)

    ·         create (compose) contrasting sections using word chains. (X)

     

    MELODY Students will:

    ·         identify upward and downward melodic movement. (I)

    ·         improvise individual melodies on pitched percussion instruments. (I)

    ·         sight-sing simple melodies using the solfege syllables "mi", "so" and "la". (I)

    ·         use Curwen-Glover hand signs to demonstrate "mi", "so" and "la". (I)

     

    HARMONY Students will:

    ·         experience singing while playing simple borduns, drones and pedal points on pitched percussion instruments. (X)

    EXPRESSION Students will:

    ·         demonstrate singing, speaking and shouting voice. (M)

    ·         demonstrate forte (loud) and (piano) quiet singing and playing. (I)

     

    TIMBRE Students will:

    ·         identify pitched percussion instrument groups (xylophones, metalophones, glockenspiels, bass bars) by their sound alone. (X)

    ·         identify unpitched percussion instruments by their sound alone. (I)

     

    STYLE Students will:

     perform and move to cultivated and vernacular music from various historic periods and world cultures. (X)