Course Description
The Music Department’s philosophy is based on
the belief that experiences with music are fundamental
to the education of children. Music has a powerful
ability to affect the hearts, minds, and souls of our
children. It gives children the opportunity to gain
self-esteem by learning new skills and talents. It
also gives children the sense of satisfaction that
comes from working with a group to perform and create
a piece of music with beauty and unity. Recent brain
research shows music can tremendously boost the efficiency
and performance of the brain. Music is a powerful purveyor
of culture, both American and other world cultures.
In today’s increasingly global society, knowledge
of other peoples and cultures, as well as our own past,
is a necessary part of a good education.
To further this purpose, the elementary music curriculum
gives children instruction in, and opportunities for,
singing, dancing, playing many types of instruments,
reading music notation, performing drama pieces, creating
their own music, and learning from the performances
of professional and other musicians. The music and
activities are chosen to teach the rich history and
culture of our own country and also of countries around
the world. By fully participating in the elementary
music curriculum, children will feel the joy and satisfaction
that comes from discovering new talents, performing
in programs, and expanding their cultural horizons.
It is the District's philosophy that General Music
should be offered to every elementary student, K-6,
for a minimum of 60 minutes per week.
Adopted Materials
Title: Share the Music
Publisher: McGraw-Hill, 1996
Copyright
Resources
Course Scope
| Unit 1 |
Singing |
Ongoing |
| Unit 2 |
Rhythm and Theory |
Ongoing |
| Unit 3 |
Movement |
Ongoing |
| Unit 4 |
Instruments |
Ongoing |
| Unit 5 |
Form |
Ongoing |
| Unit 6 |
History and Culture |
Ongoing |
| Unit 7 |
Listening |
Ongoing |
| Unit 8 |
Integrating the Arts |
Ongoing |
Download this curriculum as
a pdf file
Assessment
Correlation acronyms key
2005: Information in bold indicates new grade-level material
|
Instructional Objective
610.01 The students will be able to meet the
following singing objective: |
Standard Reference
N-1a, b, c, d, e
936.01a.1; 936.01a.2;
938.01a.2; 940.01a.2;
940.01a.3; 940.02a.1; 940.02a.2; 940.02a.3; 940.02a.4; 940.03a.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate the ability to sing in head tone
with proper breathing, intonation, posture, diction,
and responding to the cues of a conductor |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Identify and perform songs with stepwise and
skipping movement |
TMA, TO |
|
03 |
Perform 3-part rounds, countermelodies, partner
songs, descants, 2 part songs, and ostinati |
TMA, TO |
|
04 |
Sing tunefully within a range of B to E2 |
TMA, TO |
|
05 |
Read and sing Do, Re, Mi, Fa, So, La, Ti, Do1 ,
low So and low La, with hand signs, alone and
with others |
TMA, TO |
|
06 |
Read from staff and sing extended repertoire,
alone and with others. Include songs from South
and Central America, Mexico and Canada. |
TMA, TO |
|
07 |
Sing expressively, with improved control of
loud/soft, crescendo, decrescendo, accelerando,
and ritard |
TMA, TO |
|
08 |
Sing songs in major, minor, pentatonic and a variety
of modes from notation and memory |
TMA, TO |
|
Instructional Objective
610.02: The students will be able to meet
the following objectives in rhythm and theory: |
Standard Reference
N-2a,b,c,d,e,f; 3b,c,d; 5a,b,c,d; 6c,e
938.01a.3; 940.01a.1;
940.01a.2; 940.01a.3; 940.02a.3; 940.02a.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate the ability to match the steady
beat of a piece of music at different tempos |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Demonstrate the ability to read, notate and
play rhythmic patterns, using syllabic (i.e.
ta ti-ti) and numeric counting systems. |
TMA, TO |
|
03 |
Explain, notate and perform 2/4, 3/4 and 4/4, 6/8, meters,
emphasizing patterns of strong/weak. Label meter
signatures. |
TMA, TO |
|
04 |
Experience and identify changing meter
in musical pieces |
|
|
05 |
Name and notate: staff, lines, spaces, note
heads, note stems, treble clef, bar lines, measure,
ledger line (middle C), double bar line, repeat
sign, time signature, fermata, 1st and
2nd endings, fine, DS al fine, DS
and DC, bass clef sign. |
TMA, TO |
|
06 |
Reviewand perform syncopation (eighth/quarter) |
TMA, TO |
|
07 |
Read, notate, and perform So, Mi, La, Do, Re,
low So, low La, adding Fa and high Do on the
staff in the key of C, F, and G. |
TMA, TO |
|
08 |
Review, notate, and perform absolute pitch names
in treble clef. Introduce absolute pitch
names in bass clef. |
TMA, TO |
|
09 |
Utilize function of sharps
and flats in keys of C, F, and G. |
TMA, TO |
|
10 |
Read, create, and play scales and I, IV, and
V triads in C, F and G. |
TMA, TO |
|
11 |
Respond to and describe musical controls using
the appropriate symbols and terminology: decrescendo,
crescendo, forte, piano, mezzo, ritard, andante,
allegro, moderato, adagio, largo, presto, accelerando,
accent, staccato, legato |
TMA, TO |
|
12 |
Play and notate "blues scale" with
flatted 7th. |
|
|
Instructional Objective
610.03 The students will be able to meet the
following objectives through movement |
Standard Reference
N-6b; 9a
936.02a, 938.02a, 940.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Move to a steady beat, with locomotor and non-locomotor
movement |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
|
|
02 |
Perform movement to a song. Add manipulatives
and props as appropriate. |
TMA, TO |
|
03 |
Continue use of body percussion as a response
to musical elements, i.e. dynamics, rhythms,
tempo, etc. |
TMA, TO |
|
04 |
Continue to create structured movement to specific
musical examples, i.e. American, Latin
American, and Canadian folk dances, etc. |
TMA, TO |
|
05 |
Continue to perform dances of varying origins
and formations, with increasing
difficulty |
|
|
06 |
Create and perform movement relating to ethnic
literature and folk tales |
|
|
Instructional Objective
610.04 The students will be able to meet the
following objectives while playing instruments. |
Standard Reference
N-2a,b,c,d; 3a,b,c; 4c; 5a,c
940.01a, 940.02a,
940.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Make and perform appropriate instrument choices
to represent characters, words, colors, moods,
etc. from classroom instruments. Create layers
of timbres and/or grade appropriate compositions. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Read and play short melodic and rhythmic patterns
of increasing difficulty. Create layers of rhythmic
and melodic patterns as accompaniments, focusing
on keeping individual part.Employ question/answer
techniques. |
TMA, TO |
|
03 |
Play unpitched and pitchedinstruments as accompaniments,
alone and with others, using correct
posture and mallet technique, including
bordun (hands together), broken bordun (hands
take turns), and cross-over borduns. Employ ostinatos,
introductions, and codas. |
TMA, TO |
|
04 |
Correctly name and properly play each instrument
used in class. |
TMA, TO |
|
05 |
Play accompaniments using I, IV, V major chords
in keys of C, F, & G on available classroom
instruments. |
|
|
06 |
Play C, F, & G major scales on available
classroom instruments. |
|
|
07 |
Continue melodic reading skills with available
classroom instruments, i.e. recorders, keyboards,
guitars, tone bells and chimes, etc. |
|
|
08 |
Play and notate "blues scale" with
flatted 7th. |
|
|
Instructional Objective
610.05 The students will be able to meet the
following objectives in analyzing form. |
Standard Reference
N-5c; 6a,b,c
936.02a, 938.01a, 940.02a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify and perform phrasing in conjunction
with a musical sentence with songs of increasing
difficulty |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Perform and aurally identify AB,
ABA form, rondo, question/answer, theme and variations, bridge |
TMA, TO |
|
Instructional Objective
610.06 The students will be able to meet the
following Humanities objectives. |
Standard Reference
N-6b; 9a,b,c
936.01a, 936.02a, 938.01a,
938.02a, 938.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Sing, play, listen and move to music of varied
cultures. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Sing and play traditional folk songs and games
of America. |
TMA, TO |
|
03 |
Sing expanded repertoire of traditional patriotic
and holiday songs. Include songs from
Latin America, Mexico, and Canada. Include
relevant games and dances. |
TMA, TO |
|
04 |
Explore and listen to music of composers from
different style periods. Include relevant
biographical information. |
TMA, TO |
|
05 |
Awareness of the terms "Medieval,
Renaissance, Baroque, Classical, Romantic,
and Contemporary." |
TMA, TO |
|
Instructional Objective
610.07 The students will be able to meet the
following listening objectives. |
Standard Reference
N-6a,b; 7a; 8a; 9a
936.01a, 936.02a, 938.01a,
938.02a, 938.03a, 940.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify aurally and visually an expanded
number of specific orchestral instruments
within family groups. Include folk, electric,
and ethnic instruments. Compare
and contrast how different instruments produce
sound. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Respond to and distinguish between various styles
of orchestral and vocalmusic through movement,
manipulation of props, story-telling, and dramatization. |
TMA, TO |
|
03 |
Observe and distinguish by name solo, duet,
trio, quartet, etc. |
TMA, TO |
|
04 |
Observe and distinguish different
periods of musical history, including history
of American popular music (i.e. jazz, rock,
disco, swing, hip-hop) |
TMA, TO |
|
05 |
Demonstrate appropriate concert etiquette (i.e.
when to clap, etc.). |
TMA, TO |
|
Instructional Objective
610.08 The students will be able to integrate
other art forms in the music classroom. |
Standard Reference
N-8a,b
936.02a, 938.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Dramatize songs and stories from childrens’ literature,
ethnic literature, or classical music. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
|
|
02 |
Express the feelings and style of music through
movement, drawing, or dramatization. |
|
|
03 |
Compare textures of musical examples to visual
art. |
|
|
04 |
Compare phrase and form of musical examples
to line and shape of visual art. |
|
|
05 |
Create musical compositions to simulate
natural events – i.e. sunrise, volcano, thunderstorm. |
|
|
06 |
Compare and contrast musical selections
from a specific style period to works of
art from the same period, i.e. Renaissance
music and art. |
|
Back to Top
|
|
|
|
|
Music curriculum e-mail contact:
|
|
