Music Class Scope and Sequence 2020-2021
Our elementary music experience for this year will be divided into 4 units. Each unit will last approximately one quarter of school, and each requirement will vary by grade level. These are the four units:
Unit 1 – Music is a Language- Rhythm, Beat, and Meter
Unit 2 – Music is a Creative Form of Communication- Melody and Harmony
Unit 3 – Music is a Personal Experience- Movement and Expression
Unit 4 - Music is a Universal Experience- Form and Timbre
Quarter 1
1 – Rhythm/Beat/Meter
Kindergarten - Rhythm/Beat (2,3,5,10)
Ta, Titi, Rest, Long/Short, Steady Beat
1st Grade - Rhythm/Beat (2,3,5,10)
Ta, Ti-ti, Rest, Reading, Composing
2nd Grade - Rhythm/Beat/Meter (2,3,4,5,10)
Quarter Note/Rest, Paired Eighth Notes, Beamed Sixteenth Notes, Half Note, Duple and Triple Meter, Reading, Composing, Improvisation, Instrumentation
3rd Grade- Rhythm/Beat/Meter (2,3,4,5,10)
Quarter Note/Rest, Beamed Eighth Notes, Beamed Sixteenth Notes, Half Note and Dotted Half Note, Whole Note, 2/4 3/4 and 4/4 Meter, Reading, Composing, Improvisation
4th Grade - Rhythm/Beat/Meter (2,3,4,5,10)
Quarter Note/Rest, Eighth Notes/Rest, Half Note/Rest, Whole Note/Rest, Beamed Sixteenth Notes, Tied Quarter Notes, Dotted Quarter and Half Notes, Syncopated Rhythms, 2/4 3/4 and 4/4 Meter, Reading, Composing, Improvisation.
5th Grade - Rhythm/Beat/Meter (2,3,4,5,10)
Quarter Note/Rest, Eighth Notes/Rest, Half Note/Rest, Whole Note/Rest, Beamed Sixteenth Notes, Tied Quarter Notes, Dotted Quarter and Half Notes, Syncopated Rhythms, 2/4 3/4 and 4/4 Meter, Reading, Composing, Improvisation.
Quarter 2
2.1 – Melodic Timbre
K – Movement (Thanksgiving Unit – 1, 7, 8, 9, 10)
Voice Choice, Environmental Sounds, Men/Women/Children, High/Low
1 – Melodic Timbre (1,2,4,6,7,8,9,10)
Voice Choice, Environmental Sounds, Men/Women/Children, Soundscapes, Sound Effects
2 – Melodic Timbre (1,2,4,6,7,8,9,10)
Accompaniment vs. Unaccompanied, Solo vs. Ensemble, Contrasting Parts (part 1 and 2), Sound Effects
3 – Melodic Timbre (1,2,4,6,7,8,9,10)
Accompaniment vs. Unaccompanied, Vocal Timbre vs. Instrumental Timbre, Solo vs. Ensemble, Contrasting Parts (part 1 and 2), Rhythmic motives to literature
4 – Melodic Timbre (1,2,4,6,7,8,9,10)
SATB (resonant frequency), Vocal Chords and Diaphragm, Contrasting Parts (part 1 and 2), Rhythmic motives to literature
5 – Melodic Timbre (1,2,4,6,7,8,9,10)
SATB (resonant frequency), Vocal Chords and Diaphragm, Contrasting Parts (part 1 and 2), Rhythmic motives to literature
2.2 – Melody and Solfege
K- Solfege (1,2,3,4,5,10)
High/Low, Upward/Downward (melodic contour), Sol and Mi (SM)
1 - Solfege (1,2,3,4,5,10)
Melodic Direction (upward/downward), SML, Solfege Composition
2 - Solfege (1,2,3,4,5,10)
Melodic Direction, DRMSL, Pentatonic, Phrasing, Solfege Composition
3 - Solfege (1,2,3,4,5,10)
Melodic Direction, S,L,DRMSLD’, Pentatonic, Phrasing, Treble Clef, Pentatonic Composition.
4 - Solfege (1,2,3,4,5,10)
Melodic Direction, S,L,DRMSLD’, Lines and Spaces (actual pitch), Diatonic, Major and Minor, Steps and Skips, Phrasing, Treble Clef, Chords, Flats and Sharps, Ear Training and Tonal Memory.
5 - Solfege (1,2,3,4,5,10)
Melodic Direction, S,L,DRMFSLTD’, Lines and Spaces (actual pitch), Diatonic, Major and Minor, Steps and Skips, Phrasing, Treble and Bass Clef, Chords, Flats and Sharps, Ear Training and Tonal Memory.
Unit 3 – Music is a Personal Experience
Quarter 3
3.1 - Movement
K - Movement (4,5,7,8,9,10)
Moves to Steady Beat, Contrasts in Music, Choreographed Movement vs. Non-Choreographed Movement
1 - Movement (4,5,7,8,9,10)
Contrasts in Music, Choreographed Movement vs. Non-Choreographed Movement, Easy folk dances, Curwen Hand Signs
2 - Movement (4,5,7,8,9,10)
Contrasts in Music, Choreographed Movement vs. Non-Choreographed Movement, Line and Circle Dances, Curwen Hand Signs
3 - Movement (4,5,7,8,9,10)
Contrasts in Music, Choreographed Movement vs. Non-Choreographed Movement, Line and Circle Dances with and without partner, Curwen Hand Signs
4 - Movement (4,5,7,8,9,10)
Contrasts in Music, Choreographed Movement vs. Non-Choreographed Movement, Multi-cultural Folk Dances with and without partner, Simple Body Percussion Exercises, Curwen Hand Signs
5 - Movement (4,5,7,8,9,10)
Contrasts in Music, Choreographed Movement vs. Non-Choreographed Movement, Multi-cultural Folk Dances with and without partner, Simple Body Percussion Exercises, Curwen Hand Signs
3.2 - Expression
K – Melodic Timbre (1,2,4,6,7,8,9,10)
Voice Choice, Upward/Downward, Men/Women/Children, Soundscapes
1 - Expression (1,6,7,8,10)
Fast/Slow, High/Low, Forte/Piano, Short/ Long
2 - Expression (1,6,7,8,10)
Allegro and Adagio, Forte and Piano, Mood Adjectives
3 - Expression (1,6,7,8,10)
Allegro and Adagio, Forte and Piano, Mood Adjectives, Legato and Staccato
4 - Expression (1,6,7,8,10)
Allegro/Moderato/Adagio, ff/f/m/p/pp, Mood Adjectives, Legato and Staccato
5 - Expression (1,6,7,8,10)
Allegro/Moderato/Adagio, ff/f/mf/mp/p/pp, Ritardando and Accelerando, Crescendo and Decrescendo, Articulation Terms
Quarter 4
Form – 4.1
K - Form (1,4,5,6,7,10)
Echo Singing, Speech Patterns
1 - Form (1,4,5,6,7,10)
Call and Response, Verse and Refrain, AB vs ABA
2 - Form (1,4,5,6,7,10)
Verse and Refrain, AB vs ABA, Round, Speech Canon, Rondo
3 - Form (1,4,5,6,7,10)
Verse and Refrain, AB, ABA, ABBA, Round, Partner Songs, Speech Canon, Rondo, Ostinato, Multiple Stanzas
4 - Form (1,4,5,6,7,10)
AB vs ABA, Round, Partner Song, Speech Canon, Rondo, Ostinato, Descant, Intro and Coda, Multiple Stanzas
5 - Form (1,4,5,6,7,10)
AB, ABA, AABA, Round, Partner Song, Speech Canon, Rondo, Ostinato, Descant, Intro and Coda, Theme and Variations, Simple 2-part songs, Multiple Stanzas
4.2 – Instrumental Timbre
K - Instrumental Timbre (1,2,6,7,8,9)
Classroom instrument families
1 - Instrumental Timbre (1,2,6,7,8,9)
Melodic vs. Percussive (classroom instruments) and Orchestral Overview
2 - Instrumental Timbre (1,2,6,7,8,9)
Brass Instruments
3 - Instrumental Timbre (1,2,6,7,8,9)
String, Folk and Electronic Instruments
4 - Instrumental Timbre (1,2,6,7,8,9)
Percussion Instruments, Band vs. Orchestra
5 - Instrumental Timbre (1,2,6,7,8,9)
Woodwind and World Instruments
Unit 1 – Music is a Language- Rhythm, Beat, and Meter
Unit 2 – Music is a Creative Form of Communication- Melody and Harmony
Unit 3 – Music is a Personal Experience- Movement and Expression
Unit 4 - Music is a Universal Experience- Form and Timbre
Quarter 1
1 – Rhythm/Beat/Meter
Kindergarten - Rhythm/Beat (2,3,5,10)
Ta, Titi, Rest, Long/Short, Steady Beat
1st Grade - Rhythm/Beat (2,3,5,10)
Ta, Ti-ti, Rest, Reading, Composing
2nd Grade - Rhythm/Beat/Meter (2,3,4,5,10)
Quarter Note/Rest, Paired Eighth Notes, Beamed Sixteenth Notes, Half Note, Duple and Triple Meter, Reading, Composing, Improvisation, Instrumentation
3rd Grade- Rhythm/Beat/Meter (2,3,4,5,10)
Quarter Note/Rest, Beamed Eighth Notes, Beamed Sixteenth Notes, Half Note and Dotted Half Note, Whole Note, 2/4 3/4 and 4/4 Meter, Reading, Composing, Improvisation
4th Grade - Rhythm/Beat/Meter (2,3,4,5,10)
Quarter Note/Rest, Eighth Notes/Rest, Half Note/Rest, Whole Note/Rest, Beamed Sixteenth Notes, Tied Quarter Notes, Dotted Quarter and Half Notes, Syncopated Rhythms, 2/4 3/4 and 4/4 Meter, Reading, Composing, Improvisation.
5th Grade - Rhythm/Beat/Meter (2,3,4,5,10)
Quarter Note/Rest, Eighth Notes/Rest, Half Note/Rest, Whole Note/Rest, Beamed Sixteenth Notes, Tied Quarter Notes, Dotted Quarter and Half Notes, Syncopated Rhythms, 2/4 3/4 and 4/4 Meter, Reading, Composing, Improvisation.
Quarter 2
2.1 – Melodic Timbre
K – Movement (Thanksgiving Unit – 1, 7, 8, 9, 10)
Voice Choice, Environmental Sounds, Men/Women/Children, High/Low
1 – Melodic Timbre (1,2,4,6,7,8,9,10)
Voice Choice, Environmental Sounds, Men/Women/Children, Soundscapes, Sound Effects
2 – Melodic Timbre (1,2,4,6,7,8,9,10)
Accompaniment vs. Unaccompanied, Solo vs. Ensemble, Contrasting Parts (part 1 and 2), Sound Effects
3 – Melodic Timbre (1,2,4,6,7,8,9,10)
Accompaniment vs. Unaccompanied, Vocal Timbre vs. Instrumental Timbre, Solo vs. Ensemble, Contrasting Parts (part 1 and 2), Rhythmic motives to literature
4 – Melodic Timbre (1,2,4,6,7,8,9,10)
SATB (resonant frequency), Vocal Chords and Diaphragm, Contrasting Parts (part 1 and 2), Rhythmic motives to literature
5 – Melodic Timbre (1,2,4,6,7,8,9,10)
SATB (resonant frequency), Vocal Chords and Diaphragm, Contrasting Parts (part 1 and 2), Rhythmic motives to literature
2.2 – Melody and Solfege
K- Solfege (1,2,3,4,5,10)
High/Low, Upward/Downward (melodic contour), Sol and Mi (SM)
1 - Solfege (1,2,3,4,5,10)
Melodic Direction (upward/downward), SML, Solfege Composition
2 - Solfege (1,2,3,4,5,10)
Melodic Direction, DRMSL, Pentatonic, Phrasing, Solfege Composition
3 - Solfege (1,2,3,4,5,10)
Melodic Direction, S,L,DRMSLD’, Pentatonic, Phrasing, Treble Clef, Pentatonic Composition.
4 - Solfege (1,2,3,4,5,10)
Melodic Direction, S,L,DRMSLD’, Lines and Spaces (actual pitch), Diatonic, Major and Minor, Steps and Skips, Phrasing, Treble Clef, Chords, Flats and Sharps, Ear Training and Tonal Memory.
5 - Solfege (1,2,3,4,5,10)
Melodic Direction, S,L,DRMFSLTD’, Lines and Spaces (actual pitch), Diatonic, Major and Minor, Steps and Skips, Phrasing, Treble and Bass Clef, Chords, Flats and Sharps, Ear Training and Tonal Memory.
Unit 3 – Music is a Personal Experience
Quarter 3
3.1 - Movement
K - Movement (4,5,7,8,9,10)
Moves to Steady Beat, Contrasts in Music, Choreographed Movement vs. Non-Choreographed Movement
1 - Movement (4,5,7,8,9,10)
Contrasts in Music, Choreographed Movement vs. Non-Choreographed Movement, Easy folk dances, Curwen Hand Signs
2 - Movement (4,5,7,8,9,10)
Contrasts in Music, Choreographed Movement vs. Non-Choreographed Movement, Line and Circle Dances, Curwen Hand Signs
3 - Movement (4,5,7,8,9,10)
Contrasts in Music, Choreographed Movement vs. Non-Choreographed Movement, Line and Circle Dances with and without partner, Curwen Hand Signs
4 - Movement (4,5,7,8,9,10)
Contrasts in Music, Choreographed Movement vs. Non-Choreographed Movement, Multi-cultural Folk Dances with and without partner, Simple Body Percussion Exercises, Curwen Hand Signs
5 - Movement (4,5,7,8,9,10)
Contrasts in Music, Choreographed Movement vs. Non-Choreographed Movement, Multi-cultural Folk Dances with and without partner, Simple Body Percussion Exercises, Curwen Hand Signs
3.2 - Expression
K – Melodic Timbre (1,2,4,6,7,8,9,10)
Voice Choice, Upward/Downward, Men/Women/Children, Soundscapes
1 - Expression (1,6,7,8,10)
Fast/Slow, High/Low, Forte/Piano, Short/ Long
2 - Expression (1,6,7,8,10)
Allegro and Adagio, Forte and Piano, Mood Adjectives
3 - Expression (1,6,7,8,10)
Allegro and Adagio, Forte and Piano, Mood Adjectives, Legato and Staccato
4 - Expression (1,6,7,8,10)
Allegro/Moderato/Adagio, ff/f/m/p/pp, Mood Adjectives, Legato and Staccato
5 - Expression (1,6,7,8,10)
Allegro/Moderato/Adagio, ff/f/mf/mp/p/pp, Ritardando and Accelerando, Crescendo and Decrescendo, Articulation Terms
Quarter 4
Form – 4.1
K - Form (1,4,5,6,7,10)
Echo Singing, Speech Patterns
1 - Form (1,4,5,6,7,10)
Call and Response, Verse and Refrain, AB vs ABA
2 - Form (1,4,5,6,7,10)
Verse and Refrain, AB vs ABA, Round, Speech Canon, Rondo
3 - Form (1,4,5,6,7,10)
Verse and Refrain, AB, ABA, ABBA, Round, Partner Songs, Speech Canon, Rondo, Ostinato, Multiple Stanzas
4 - Form (1,4,5,6,7,10)
AB vs ABA, Round, Partner Song, Speech Canon, Rondo, Ostinato, Descant, Intro and Coda, Multiple Stanzas
5 - Form (1,4,5,6,7,10)
AB, ABA, AABA, Round, Partner Song, Speech Canon, Rondo, Ostinato, Descant, Intro and Coda, Theme and Variations, Simple 2-part songs, Multiple Stanzas
4.2 – Instrumental Timbre
K - Instrumental Timbre (1,2,6,7,8,9)
Classroom instrument families
1 - Instrumental Timbre (1,2,6,7,8,9)
Melodic vs. Percussive (classroom instruments) and Orchestral Overview
2 - Instrumental Timbre (1,2,6,7,8,9)
Brass Instruments
3 - Instrumental Timbre (1,2,6,7,8,9)
String, Folk and Electronic Instruments
4 - Instrumental Timbre (1,2,6,7,8,9)
Percussion Instruments, Band vs. Orchestra
5 - Instrumental Timbre (1,2,6,7,8,9)
Woodwind and World Instruments