What Should They Be Learning?
- can sing a song as a class after hearing it 6-8 times (or more). Students can sing with teacher while learning it.
- Music Staff and melodic movement: steps, skips and leaps
- Improvise melodic phrase (pentatonic) using building bricks (2-4)
- Create melody (pentatonic) using b.b.
· singing with accompaniment
· play pentatonic ostinato accompaniment
- Steady beat vs rhythm, class should be able to play both parts well
- All building bricks: ta ta; ti-ti ta; ta ti-ti; ti-ti ti-ti; ta rest; (reading, playing, and manipulating building brick cards)
- add half note and half note rest
- Play a simple ostinato to accompany a song
- Improvise rhythmic phrases using b.b. (8 beat patterns, 4 cards)
- Improvise a rhythmic accompaniment for a song (using b.b.)
· loud (forte), med (mf and mp), soft (piano)
· Crescendo and Decrescendo
Tempo: Allegro (fast), Adagio (slow)
- Introduction and Coda
- Repeat signs
- Identify specific musical instruments and their families
- Show all of the above skills through movement
- All of the previously learned movement skills (see K and 1st grade)
- 2 levels of body percussion (ex. pats and claps)
- Use all space (high, med, low)
- Circle dances, play party dances
- Folk Dance: circle dances and longways sets; circle to the left, circle to the right, two hand turn, forward and back, promenade, do-si-do, right and left hand turn, swing, cast off and arch
- Continue to work on good playing technique, including mallet technique
- Can play a simple bordun on barred (pitched instruments), two hands together and two hands alternating while singing.
- Add instruments for special effects with poems and stories
· Working in groups and team work (how to chose ideas in a group-voting, rock paper scissors, etc…)
· Multicultural pieces, singing games, passing games, etc…
· Dramatize poems and stories and create sound effects to accompany them