What Should They Be Learning: Fifth Grade

Fifth Grade
What Should They Be Learning?

By C. Roskos
11/14/2009

Melody:

• Major and minor scale
• Modes (all)
• Treble and Bass Clef
• Tonic and Dominant degrees of the scale
• Recognize, improvise and create melodies in all the modes
• Staff (relate to “hand staff”), recognize line and space note names in the Treble staff
• Identify the use of sharps and flats
• Manipulate, read and play melodic patterns from notation


Harmony:

• sing 2 and 3 part rounds and canons
• sing 2 part songs
• sing partner songs
• Descants
• Major Tonic, Subdominant, and Dominant chords
• Minor chords
• Identify the 4 vocal parts SATB

Rhythm:

• All the previously learned rhythms, including syncopation
• 16th notes and their various groupings
Dynamics:
• All the previously learned dynamics
• sfzz…

Tempo: Largo/Presto, fermata

Meter:
• 2/4
• 4/4
• 3/4
• Uneven: 5/4, 7/4, 9/4
• Mixed meters
• Complex meters

Form:
• Compose a song/melody in ABA form
• Compose a piece in Rondo form
• Themes and Variations
• 1st and 2nd endings

Timbre:
• Add color parts/sound effects to poems, haiku, stories and songs
• Staccato/legato

Movement:

• All of the previously learned movement skills
• Knows left and right
• Complimentary Statues (fill in the gaps of the other statue)
• All 4 levels of body percussion (stomps, pats, claps, and snaps)
• Experience movement in 2/4, 4/4, ¾, 6/8, 5/4, and other uneven and mixed meters
• Dramatize Art
• Create a visual “picture” to accompany music
• Multicultural Dances
• Folk Dance:
o See previously learned skills, plus grand right and left, and other more complicated moves that require knowledge of right and left
o Longways Sets (complicated), Circle Dances (complicated), Sicilian Circle Dances, Square Dances, Contra Dances


Instrumentation:

• Plays pitched instruments with expression, demonstration control of mallets by responding to conductors cues and playing various dynamics
• Solo improvisation on pitched instruments
• Creates melodies in all scales and modes and creates accompaniments for their melodies
• Accompanies songs with Tonic, Subdominant and Dominant Chords
• Drum Ensembles

Other:

• Collaborate together in a musical play
• Music History: American (including spirituals, gospel, work songs, blues, and rock and roll), Western, Multicultural
• Compare and contrast works of art and music based upon the same event, subject, or mood
• Demonstrate appropriate audience behavior
• Evaluates their own performances

What Should They Be Learning: Fourth Grade

Fourth Grade
What Should They Be Learning?
By C. Roskos
11/14/2009
Melody:
• Major scale and minor scale
• Modes (basic)
• Solfege: all
• Tonic and Dominant degrees of the scale
• Recognize, improvise and create melodies using a poem’s rhythm or building bricks
• Staff (relate to “hand staff”), recognize most line and space note names in the Treble staff
• Identify the use of sharps and flats
• Manipulate, read and play melodic patterns from notation


Harmony:
• Sing ostinati
• sing 2 and 3 part rounds and canons
• sing 2 part songs
• sing partner songs
• Tonic and Dominant chords

Rhythm:
• Eight note by itself, syncopation, whole note and whole note rest, half note rest, dotted notes
• Question and Answer: improvise 4 and 8 beat patterns as musical questions and answers on body percussion, unpitched, and pitched instruments,
Dynamics:
• Crescendo and Decrescendo (words and symbols, read and play)
• ppp to fff

Tempo: Andante and Moderato

Meter:
• 2/4
• 4/4
• 3/4
• Duple meters
• Uneven meters

Form:
• D.S.
• Improvisation
• Question and Answer
• Compose a song/melody in ABA form
• Compose a piece in Rondo form

Timbre:
• Add color parts/sound effects to poems, haiku, stories and songs
• Identify specific musical instruments and their families
• Band/Orchestra

Movement:
• All of the previously learned movement skills
• Knows left and right
• Complimentary Statues (fill in the gaps of the other statue)
• All 4 levels of body percussion (stomps, pats, claps, and snaps)
• Experience movement in 2/4, 4/4, ¾, and 6/8
• Dramatize Art
• Create a visual “picture” to accompany music
• Multicultural dances
• Folk Dance:
o See previously learned skills, plus grand right and left, and other more complicated moves that require knowledge of right and left
o Longways Sets (complicated), Circle Dances (complicated), Sicilian Circle Dances, Square Dances (later in the year)
Instrumentation:
• Recorders
• Plays pitched instruments with expression, demonstration control of mallets by responding to conductors cues and playing various dynamics
• Solo improvisation on pitched instruments
• Creates melodies in pentatonic, hexatonic, major and minor scales and creates accompaniments to their melodies
• Accompanies songs with Tonic and Dominant Chords
• Drum Ensembles
Other:
• Working in groups and team work (how to chose ideas in a group-voting, rock paper scissors, etc…)
• Multicultural pieces and songs, African proverbs…
• Spirituals, gospel and work songs
• West Virginia songs and history
• Collaborate together in a musical play
• Demonstrate appropriate audience behavior
• Evaluates their own performances

What Should They Be Learning: Third Grade

I need to give credit where credit is due.

When I created these "what should they know" outlines, I pulled from some material I received from Heidi Lucas, a lot from the WV CSO's, more from my Orff levels with Jim Solomon, Karen Medley, Mary Helen Solomon, and Janet Robbins, and from what I do in my own classroom.

I tried to think of what questions student teachers asked in the past and include that material in my outlines.

Third Grade
What Should They Be Learning?

By C. Roskos
11/14/2009

Melody:

• Major scale and minor scale
• Pentatonic
• Solfege: d, r, m, s, l, d
• Tonal centers
• Identify step wise motion, skips, and leaps
• Recognize, improvise and create melodic patterns using a poem’s rhythm or building bricks
• Staff (relate to “hand staff”), recognize some line and space note names in the Treble staff
• Manipulate, read and play simple melodic patterns from notation


Harmony:

• singing ostinati
• sing 2 part rounds and canons
• C chord

Rhythm:

• All building bricks: ta ta; ti-ti ta; ta ti-ti; ti-ti ti-ti; ta rest; (reading, playing, and manipulating building brick cards)
• Half notes, whole notes, dotted notes
• Syncopation
• Question and Answer: improvise 4 and 8 beat patterns as musical questions and answers on body percussion, unpitched, and pitched instruments

Dynamics:

• Crescendo and Decrescendo (words and symbols, read and play)

Tempo: Ritardando, Accelerando

Meter:

• 2/4
• 4/4
• 3/4

Form:

• AB
• ABA
• AABA
• Rondo (ABACADA…)
• Introduction and Coda
• Repeat signs
• D.C. al fine
• Question and Answer
• Improvisation

Timbre:

• Identify specific musical instruments and their families
• Band/Orchestra

Movement:

• All of the previously learned movement skills (see K, 1st and 2nd grade)
• Use all space (high, med, low)
• Should know left and right
• Statues, Shapes, Paths
• 3 levels of body percussion (ex. Pats, claps and snaps; or stomps, pats, claps)
• Experience movement in 2/4, 4/4, and ¾
• Multicultural Dances
• Folk Dance:
o See previously learned skills (2nd grade) including do-si-do, promenade, right and left hand turn, swing, cast off and arch, star left and right, sashay
o Longways Sets (more complicated), Circle Dances (more complicated), simple Sicilian Circle Dances (end of the year)

Instrumentation:

• Accompany singing on pitched instruments
• Create a melodic accompaniment to accompany a pentatonic song
• Play shifting triads (or a shifting chordal pattern) with a pedal (on tone 1 or 5 of the scale)
• Introduce Drum Ensembles (using simple pieces)
• Play following a conductor’s cues

Other:

• 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…
• Spirituals, gospel and work songs
• Dramatize poems and stories and create sound effects to accompany them
• Demonstrate appropriate audience behavior
• Evaluate their own performances

what should they be learning: second grade

Second Grade

What Should They Be Learning?

Melody:

• sol-mi-la
• mi-re-do
• pentatonic
• 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.

Harmony:

· singing with accompaniment

· play pentatonic ostinato accompaniment

Rhythm:

• 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.)

Dynamics:

· loud (forte), med (mf and mp), soft (piano)

· Crescendo and Decrescendo

Tempo: Allegro (fast), Adagio (slow)

Meter:

• 2/4
• 4/4

Form:

• AB
• ABA
• Introduction and Coda
• Repeat signs

Timbre:

• Identify specific musical instruments and their families

Movement:

• Show all of the above skills through movement
• All of the previously learned movement skills (see K and 1^st 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

Instrumentation:

• 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

Other:

· 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