Below is a list of desired outcomes from each and every grade level. As I continue to grow in teaching the theory elements of music, I will change some of these outcomes. This truly is a LIVING DOCUMENT
Both the Readiness Kindergarten and the Kindergarten classes will learn a lot of the same content! For the intentions of this informational page i will link them together:
THE KINDERGARTEN YEAR
By the end of the kindergarten year, the learner will:
THE FIRST GRADE YEAR
By the end of the first grade year, the learner will:
THE SECOND GRADE YEAR
By the end of the second year, the learner will:
THE THIRD GRADE YEAR
By the end of the school year, the learner will:
THE FOURTH GRADE YEAR
By the end of the fourth grade year, the learner will:
THE FIFTH GRADE YEAR
By the end of the fifth grade year, the learner will:
Both the Readiness Kindergarten and the Kindergarten classes will learn a lot of the same content! For the intentions of this informational page i will link them together:
THE KINDERGARTEN YEAR
By the end of the kindergarten year, the learner will:
- sing tunefully within the range of a major 6th
- build a repertoire of at least 50 songs, games and rhymes
- develop a feeling for the steady beat
- be able to identify and demonstrate understanding of fast and slow
- be able to identify and demonstrate understanding of loud and soft
- be able to identify and demonstrate understanding of high and low
- be able to identify and demonstrate understanding of short and long
- be able to identify and demonstrate understanding of same and different
- be able to identify and demonstrate understanding of smooth and jerky
- be able to improvise tests to known songs
- be able to improvise motions to known songs
THE FIRST GRADE YEAR
By the end of the first grade year, the learner will:
- review all kindergarten concepts
- identify and demonstrate heart beat
- identify and demonstrate the rhythm of the words
- identify and demonstrate the difference between heartbeat and rhythm
- identify and demonstrate an understanding of the rhythm "ta" (quarter note)
- identify and demonstrate an understanding of the rhythms "ti-ti" (eighth note)
- identify and demonstrate an understanding of the rhythm rest: Z (quarter rest)
- identify and demonstrate and understanding that ta, ti-ti and rest continue as long as one heartbeat
- identify and demonstrate two beat rhythm ostinati
- identify and demonstrate an understanding of two beat meter, measure, bar line, double bar line and repeat sign
- identify and demonstrate an understanding of the melodic note sol and mi
- identify and demonstrate an understanding of the melodic note 'la' in a sol-la-sol-mi pattern
THE SECOND GRADE YEAR
By the end of the second year, the learner will:
- review all first grade concepts
- identify and demonstrate la in a sol-la-mi-la-sol-mi pattern in singing and from an instrument being played (bells)
- identify and demonstrate ta-a (half note) as two beat rhythm where the beat equals the quarter note
- identify and demonstrate four beat meter when the beat equals the quarter note
- identify and demonstrate do in sol-mi-do and la-sol-mi-do patterns and their inverses
- identify and demonstrate re in mi-re-do, sol-mi-re-do and la-sol-mi-re-do patterns and their inverses
- identify the skip between mi and sol in preparation for the pentatonic scale
THE THIRD GRADE YEAR
By the end of the school year, the learner will:
- review all second grade concepts
- identify and demonstrate the pentatonic scale
- identify and demonstrate 'tiri-tiri' (sixteenth notes) in singing and speaking where the beat equals the quarter note
- identify and demonstrate 'ti-tiri' (eight-sixteenth notes) in singing and speaking where the beat equals the quarter note
- identify and demonstrate 'tiri-ti' (sixteenth-eighth notes) in singing and speaking where the beat equals the quarter note
THE FOURTH GRADE YEAR
By the end of the fourth grade year, the learner will:
- review all third grade concepts
- identify and demonstrate high 'do' in dlsmrd and dlsmrdl,s, patterns and their inverse patterns in singing and from an instrument being played
- identify and demonstrate 'ti-ta-ti' (syncopa) in singing and speaking where the beat equals the quarter note
- identify and demonstrate the 'la' pentatonic scale
- identify and demonstrate 'ta-a-a-a' (whole note) in singing and speaking when the beat equals the quarter note
- identify and demonstrate the half rest (rest-two) in singing and speaking when the beat equals the quarter note
- identify and demonstrate the 'sol' pentatonic scale
- identify and demonstrate 'tam-ti' (dotted rhythm) in singing and speaking when the beat equals the quarter note
- identify and demonstrate 'fa' in a sfmrd pattern and the inverse pattern in singing and form an instrument being played
- identify and demonstrate 'half steps' and 'whole steps' in singing and form and instrument being played (bells/piano)
- identify and demonstrate 'do pentachord' and 'do hexachord' in singing and from an instrument being played
- identify and demonstrate the melodic alteration of Bb and its corresponding signature of F major in singing with written competency
THE FIFTH GRADE YEAR
By the end of the fifth grade year, the learner will:
- review all fourth grade concepts
- identify and demonstrate the 're' pentatonic scale
- identify and demonstrate the whole rest in singing and speaking where the beat equals the quarter note
- identify and demonstrate 'low ti' (ti,) in 'dt,l' and 'dt,d' patterns in singing and from an instrument being played
- identify and demonstrate the 'la' pentachord in singing and from an instrument being played
- identify and demonstrate the melodic alteration F# and its corresponding key signature G Major in singing and with written competency
- identify and demonstrate 'ti-tam' (single eighth note and dotted quarter note) in singing and speaking when the beat equals the quarter note