K-5 Classroom Music - Mountain Lakesfc.mtlakes.org/Curriculum_Resources/FAV2-00102E34/K-5 Classroom... · K-5 CLASSROOM MUSIC ... Cultural issues will be addressed in relation to

WILDWOOD ELEMENTARY SCHOOL OF MOUNTAIN LAKES NEW JERSEY’S K-5 CLASSROOM MUSIC CURRICULUM FRAMEWORK

Written by Joanna Petrie, 2008

The main goals of the Elementary Classroom Music Curriculum are that all students develop an appreciation for the art of

music as well as create a strong framework for confident, competent musicianship. The students will work cooperatively in an

encouraging classroom environment and will learn, create and explore the world of music together. The music activities performed in

class will promote active listening and analytical minds as well as create connections between other art forms and cultures. Students

will discover music and the world around them through singing and instrument performance as well as dancing and other forms of

movement. They will use music to express feelings, thoughts and emotions. All of this will be accomplished while attempting to

address the different learning styles of each student through multi-sensory lessons.

*The following framework is compliant with the New Jersey Core Curriculum Content Standards (NJCCS).

Kindergarten Classroom Music

Introduction to Classroom Music Methods at the Kindergarten Level (10 month study)

The primary objective for Kindergarten Classroom Music is to begin building the framework of music skills and concepts thatcan be built upon in years to come. Kindergarten students will explore music through their imaginations, voices, movements andinstrument playing. Cultural issues will be addressed in relation to the holidays and through the use of cultural songs. Students willuse music to exercise their creativity and emotions.

Essential Questions:

Does emphasis on finding and defining the steady beat prepare students for studies in meter and rhythm? Doesemphasis on differentiating between high and low sounds prepare students for studies in melodic concepts? Will singing songshelp students understand how to use their voices appropriately? Will the singing of songs lend itself to pitch relationships andinterval studies in the future? Will basic studies in vocal timbre prepare students for more advanced concepts in timbre andtone color? Will the music activities promote active listening, analytical minds and create connections between other art formsand cultures?

Objectives: Students will be able to do the following:

1. Recognize, perform and label music with steady beat or silent beat. Recognize a change in the steady beatof a selection of music. Recognize, perform and label repeating rhythms. Discuss, recognize and labeltempos in terms of “fast” or “slow.” Recognize and label different note durations in terms of “long” and“short.”

2. Label and differentiate between high and low sounds. Recognize the direction of a melody – “up” or“down.”

3. Perform, recognize and label the simple vocal timbres of “sing,” “shout,” “speak,” and “whisper.”Recognize and explore the different timbres of nature sounds, found sounds and instruments.

4. Label and recognize same and different sections of a song.5. Label, recognize and perform dynamics in the terms of “loud” and “soft.”

Kindergarten Classroom MusicTopic/Content Skills

Assessment Resources Instructional Method TechnologyInfusion

NJCCCSPerformingArts

! Singing! Instrument

playing! Critical

listening! Timbre ! Rhythm! Expression! Form! Movement! Cultural

Awareness! Introduction

to famouscomposersandmusicians

! Assessmentwill be onandindividualbasis. Oraland visualobservationwill be key.

! Participationin singingsongs andinstrumentplaying.

! The abilityto recognizethedifferencesin pitch,tempo, beat,timbre andform.

! Participationin movementactivities.

! Demonstration! Children’s

books! Song books! Online

resources! Bulletin

boards! Poetry books! The Music

Connectiontext series andCDs,Kindergartenlevel

! Variousmusicalselections

! Music activitybooks andmaterials

! Demonstrationaurally,visually andkinestheticallyto teach to thedifferentintelligences

! Individualreinforcement

! Discussion ! Class Activity

! CD! Video! Sibelius

and midifiles

1.11.1.21.21.2.2 B1.31.3.2 B1.41.4.2 B1.51.5.2 B

Kindergarten Classroom Music

Differentiated Learning ActivitiesKindergarten students have many different levels of ability and interest. In order to meet the needs of all learners, the teacher

may need to adjust or replace classroom assignments with modified assignments and/or projects that are designed to meet curriculumrequirements. Since the choice of the subject matter is discretionary, personal modifications are easily achieved.

First Grade Classroom Music

Introduction to Classroom Music Methods at the first grade level (10 month study)The primary objective for First Grade Classroom Music is to build upon the framework of music skills and concepts that were

learned and experienced in Kindergarten. First Grade students will continue to explore music through their imaginations, voices,movements and instrument playing. Cultural issues will be addressed in relation to the holidays and through the use of cultural songs.Students will use music to exercise their creativity and emotions.

Essential Questions:Will focusing on finding and defining the steady beat and strong and weak beats serve as a strong foundation for more

advanced rhythmic studies? Will basic studies in tempo prepare students for more advanced concepts? Will exploration in noteduration prepare students for successful studies in notation? Will more advanced studies in differentiating high and low soundsaid students with their studies of pitch direction and melodic contours? Will singing simple songs help students recognize andcreate patterns in melody? Will singing call and response songs prepare students for more advanced choral singing? Willfurther discovery of percussive timbres help students better understand tone color? Will more advanced studies in simple vocaltimbre allow students to understand their voice as an instrument? Will more objective approaches to expression help studentsachieve understanding of the more complex topic of phrasing in the future? Will basic studies in dynamics prepare students formore sensitive musicianship in the future? Will an introduction to musical form help create a foundation for more complexstudies in the music classroom? Will the music activities promote active listening, analytical minds and create connectionsbetween other art forms and cultures?

Objectives: Students will be able to do the following:

1. Perform and recognize the steady beat both through listening and notation, as well as begin to label andrecognize the difference between strong and weak beats. Perform and compare rhythms by imitation androte learning. Describe and recognize differences in tempo in terms of “fast”and “slow.” Perform andrecognize simple rhythmic notation.

2. Perform, recognize and label high and low sounds. Recognize and label the direction of simple melodies.Recognize and label melody patterns in songs.

3. Recognize and label different percussion sounds while discussing timbre. Continue to perform, recognizeand label the simple vocal timbres of “sing,” “shout,” “speak,” and “whisper.”

4. Label, recognize and perform dynamics in the terms of “loud” and “soft.”5. Discuss and recognize the key elements of form through exploration of same and different sections. Identify

different sections and create simple ABA forms. Recognize Introductions and Codas through visual, auraland kinesthetic exploration.

First Grade Classroom MusicTopic/Content Skills




playing! Critical




! Assessmentwill be on andindividualbasis. Oraland visualobservationwill be key.

! Performance-basedassessment

! Demonstrationof knowledgethroughcompostionand creation.

! Participationin singing,instrumentplaying andmovement.

! The ability torecognize thedifferences inpitch, tempo,beat, timbreand form.



resources! Bulletin


Connectiontext series andCDs, FirstGrade level







and midifiles

1.11.1.21.21.2.2 B1.31.3.2 B1.41.4.2 B1.51.5.2 B

Differentiated Learning ActivitiesFirst grade students have many different levels of ability and interest. In order to meet the needs of all learners, the teacher


Second Grade Classroom Music

Introduction to Classroom Music Methods at the Second Grade Level (10 month study)The primary objective the Second Grade Classroom Music is to build upon the framework of music skills and concepts that

were learned and experienced in the First Grade Music Classroom. Second Grade students will continue to explore music throughtheir imaginations, voices, movements and instrument playing, but more emphasis will be placed on composition and personal viewsand opinions. Cultural issues will be addressed in relation to the holidays and through the use of cultural songs. Students will usemusic to exercise their creativity and emotions.

Essential Questions:Will more advanced studies in finding and defining the steady beat help students to discover more abstract music

forms? Will further studies in steady beat aid the students as they begin a unit on meter? Will defining 2/4 and 3/4 time makeit easier for students to explore more complex meters in the future? Will exploring, composing and performing rhythmicostinatos prepare students for a better understanding of the responsibility of their own “part” in the future?Will further studies in simple melodies and call-and-response singing prepare students for more advanced choral singing? Willbeginning melodic notation in the second grade prepare students for the unit on Recorder in the third grade? Will furtherstudies in melodic direction help students learn melodies faster in the future? Will an introduction to harmony and texture helpstudents achieve the understanding of more complex studies in the future? Will basic studies in the timbres of the instrumentsspike the interest in students to get involved in the instrumental ensembles? Will further studies in timbre help students furtherunderstand and appreciate tone color? Will further studies in musical form prepare students for more advanced studies andcomposition projects? Will further studies in expression (dynamics, phrasing, style and articulation) make students moresensitive musicians in the future and prepare them for more advanced studies and exercises? Will the music activities promoteactive listening, analytical minds and create connections between other art forms and cultures?

Objectives: Students will be able to do the following:1. Perform, recognize and label the differences between the concepts of steady beat vs no beat and rests

in rhythm. Perform and recognize meter in two and three. Demonstrate strong and weak beatsthrough a variety of outlets. Perform and recognize simple rhythmic notation (whole note, half note,quarter note, eighth note.) Perform rhythmic ostinatos under simple songs.

2. Recognize and label the difference between melodic skips, steps and repeated notes. Perform andlabel the pattern of the diatonic scale through a variety of outlets, including solfeg. Recognize andlabel similar melodic patterns.

3. Perform and recognize the difference between vocal and body percussion in relation to timbre.Recognize and explore the differences and similarities between instrument timbres.

4. Label and discuss the differences between simple musical forms and continue to label theIntroduction and Coda sections in music.

5. Discuss and demonstrate more abstract terms such as phrasing and style in music. Perform andrecognize different dynamics, and relating loud and soft to the proper Italian names for dynamics.Discuss and perform accents in music.

Second Grade Classroom MusicTopic/Content Skills




playing! Critical






! Demonstrationof knowledgethroughcompostionand creation.





resources! Bulletin

boards! Poetry books! MakingMusic

text series andCDs, SecondGrade level







and midifiles

1.11.1.21.21.2.2 B1.31.3.2 B1.41.4.2 B1.51.5.2 B

Second Grade Classroom Music

Differentiated Learning ActivitiesSecond grade students have many different levels of ability and interest. In order to meet the needs of all learners, the teacher


Third Grade Classroom Music

Introduction to Classroom Music Methods at the Third Grade Level (10 month study)The primary objective of Third Grade Classroom Music is to build upon the framework of music skills and concepts

that were learned and experienced in the Second Grade Music Classroom. Third Grade students will continue to explore musicthrough their imaginations, voices, movements and instrument playing, but more emphasis will be placed on composition and personalviews and opinions. Students will put their knowledge into a higher gear for the performance unit with the recorder. Cultural issueswill be addressed in relation to the holidays and through the use of cultural songs. Students will use music to exercise their creativityand emotions. Students will also begin to get a more in-depth look at famous composers and musicians.

Essential Questions:Will further exploration in rhythmic notation and patterns prepare students for more advanced music reading and

performance? Will more advanced studies in meter give students the skills to find and define what meter is and what they maybe listening to? Will these studies in meter prepare students for more complex meters in the future? Will further studies inrhythmic ostinato help students create an understanding of responsibility in music making while also providing an opportunityto compose? Will a more intensive study in melodic notation prepare students for their unit on the recorder and otherinstrument outlets? Will singing simple two-part rounds and performing melodic ostinatos prepare singers for more advancedchoral techniques? Will further studies in melodic direction give students the framework for more advanced compositionexercises in the future? Will using Kodaly’s Solfeg aid students in their introductory lessons to intervals? Will more in-depthstudies in instrumental timbre continue to connect general music to the instrumental programs and aid students in detectingdifferent instruments through sound alone? Will the continuation of studies in form help prepare students for more in-depthunits in the future? Will the continuation of exploration in musical expression bridge the gap between the arts and the corecurriculum classes? Will these studies also provide tools for more sensitive musicians in the future? Will the unit on recorderprepare students to take on more challenging wind instruments in the future? Will the recorder unit help incorporate the skillsacquired throughout the third grade year such as melody, harmony, rhythm, notation and expression? Will the music activitiespromote active listening, analytical minds and create connections between other art forms and cultures?

Objectives: Students will be able to do the following:1. Recognize and perform rhythmic patterns both visually and aurally. Continue to perform and recognize

rhythmic notation. Perform, recognize and label meter in two, three and four. Perform rhythmic andmelodic ostinatos.

2. Discuss and define harmony in music. Recognize and label melodic direction aurally, visually andcompositionally. Perform pentatonic songs vocally and through the medium of Orff instruments.Recognize melodic skips, steps and repeated notes both aurally and visually.

3. Further discuss the many ranges of vocal timbre. Detect specific instruments by listening to recordings.4. Label and discuss the differences between simple musical forms and continue to label the Introduction and

Coda sections in music. Recognize and label D.C. al fine sections and symbols in music.5. Discuss and demonstrate more abstract terms such as phrasing and style in music. Perform and recognize

different dynamics, and relating loud and soft to the proper Italian names for dynamics. Discuss andperform accents and different articulations in music.

**All objectives will also be touched upon with the hopes of practical experience through the unit on recorder at the end of the year.

Third Grade Classroom MusicTopic/Content Skills




playing! Critical






! Demonstrationof knowledgethroughcompositionand creation.





resources! Bulletin


Connectiontext series andCDs, ThirdGrade level







and midifiles

1.11.1.41.21.2.4 B1.31.3.4 B1.41.4.4 B1.51.5.4 B

Third Grade Classroom Music

Differentiated Learning ActivitiesThird grade students have many different levels of ability and interest. In order to meet the needs of all learners, the teacher


Fourth Grade Classroom Music

Introduction to Classroom Music Methods at the Fourth Grade Level (10 month study)The primary objective of Fourth Grade Classroom Music is to build upon the framework of music skills and concepts that were

learned and experienced in the Third Grade Music Classroom. Fourth Grade students will continue to explore music through theirimaginations, voices, movements and instrument playing, but more emphasis will be placed on composition and personal views andopinions. Fourth Grade students will be prepared vocally for the upcoming involvement in the choral program. Cultural issues willbe addressed in relation to the holidays and through the use of cultural songs. Students will use music to exercise their creativity andemotions. Students will also study musical history and famous composers in musicians.

Essential Questions:Will more complex rhythmic studies in syncopation provide students with the framework to tackle more advanced

rhythms in the future? Will an introduction to rhythmic texture give beginning musicians an idea of the complexity of music? Will singing beginning partner songs and more complex rounds prepare students for the more advanced choral conceptslearned in the fifth grade chorus? Will a more complex look at melodic direction and contour help students better understandmelody and harmony as well as prepare students for more advanced studies in composition and melodic structure? Will moreadvanced interval studies refine the students’ ears and prepare them for more accelerated study? Will conversations aboutlayering of sounds help students connect the general music classroom to their instrumental studies? Will the classification oftimbres for different types of instruments and ensembles help students better appreciate and understand what they hear? Willthe basic study of all types of forms prepare students for further classification and exploration both by listening andcomposing? Will more abstract forms of expression encourage students to be more sensitive and aware musicians? Willcomposition activities allow students the opportunity to explore their own personal expression preferences? Will the musicactivities promote active listening, analytical minds and create connections between other art forms and cultures?

` Objectives: Students will be able to do the following:1. Perform, describe and detect rhythmic syncopation visually and aurally. Illustrate rhythms through a

variety of notation techniques. Discern different meter and rhythmic patterns visually, aurally andkinesthetically. Label and describe the difference between musical textures. Continue to performand recognize notation (whole note, half note, quarter note, eighth note and sixteenth note.)

2. Improvise melodies vocally and through the medium of instruments. Recognize and composemelodic patterns. Perform counter-melodies and partner songs vocally and through the medium ofinstruments. Continue to perform and discuss the diatonic scale. Discuss the contour of a melody.

3. Discuss and recognize layers of sound in terms of timbre. Recognizing and labeling differentinstrument groups. Recognizing and labeling different ensembles based on timbre.

4. Recognize and compose more advanced forms such as Theme and Variations and Rondo. 5. Discuss more abstract concepts of expression such as direction of the music, exploration and

analysis of lyrics and choices the composer makes in terms of articulation and dynamics.

Fourth Grade Classroom MusicTopic/Content Skills




playing! Critical











resources! Bulletin

boards! Poetry books! Making Music

text series andCDs, FourthGrade level







and midifiles

1.11.1.41.21.2.4 B1.31.3.4 B1.41.4.4 B1.51.5.4 B

Differentiated Learning ActivitiesFourth grade students have many different levels of ability and interest. In order to meet the needs of all learners, the teacher


Fifth Grade Classroom Music

Introduction to Classroom Music Methods at the Fifth Grade Level (10 month study)The primary objective of Fifth Grade Classroom Music is to build upon the framework of music skills and concepts that were

learned and experienced in the Fourth Grade Music Classroom and to ensure preparedness for their next level of education. FifthGrade students will continue to explore music through their imaginations, voices, movements and instrument playing, but moreemphasis will be placed on composition and personal views and opinions. Fifth Grade students will be prepared vocally for theupcoming involvement in the choral program. Cultural issues will be addressed in relation to the holidays and through the use ofcultural songs. Students will use music to exercise their creativity and emotions. Students will also study musical history and famouscomposers in musicians in a more in-depth way.

Essential Questions:Will more complex studies in meter and their roles in composition prepare students for more advanced work in middle

school? Will more advanced rhythm-reading techniques give the students the skills necessary to succeed in further studies andperformance groups? Will a more accelerated study in scales and pitch relationships help students better understand melodicreading? Will an introduction to chords building and chord progressions lend itself to an easier transition to more acceleratedstudies in music theory? Will students be able to associate timbre with instruments and instrument groups better since theirrecent involvement in ensembles? Will fifth-grade students be able to compose pieces of music with the goal in mind offollowing rules of form? Will the music activities promote active listening, analytical minds and create connections betweenother art forms and cultures?

Objectives: Students will be able to do the following:1. Perform, notate and recognize meter in two, three, four, five and six. Recognize and discuss meter changes

in composition. Perform, notate and analyze rhythmic patterns using whole, half, quarter, eighth andsixteenth notes and rests. Recognize, label and perform even and uneven rhythm patterns.

2. Recognize, perform, label and compose simple melodic sequences. Recognize and understand high, lowand mid-registers in songs. Perform and recognize major and minor scales. Label and define differentintervals aurally and visually. Perform harmony in song through counter melody and the use of three-partrounds. Recognize the difference between a solo, duet, trio, quartet and a chorus sound.

3. Recognize and define the different vocal parts and relate this knowledge to choral and solo singing.Recognize and define different instruments and their groupings.

4. Compose and recognize different musical forms.5. Discuss more abstract concepts of expression such as direction of the music, exploration and analysis of

lyrics and choices the composer makes in terms of articulation and dynamics.

Fifth Grade Classroom MusicTopic/Content Skills




playing! Critical











resources! Bulletin

boards! Poetry books! Making Music

text series andCDs, FifthGrade level







and midifiles

1.11.1.61.21.2.6 B1.31.3.6 B1.41.4.6 B1.51.5.6 B

Fifth Grade Classroom Music

Differentiated Learning ActivitiesFifth grade students have many different levels of ability and interest. In order to meet the needs of all learners, the teacher


Fifth Grade Choral Music

Introduction to Choral Music Methods at the Fifth Grade Level (10 month study)The primary objective for Fifth Grade Choral Music is to enhance the music learning experience through ensemble

development and personal responsibility in a fun, collaborative atmosphere. The Choral Music Classroom will be one of discoveryand personal growth and will be centered on the development of ideal vocal techniques and production. Choral students will get an in-depth look at their vocal anatomy and kinesiology to better understand their instrument. Students will be challenged by the repertoirebut should find it entertaining and enriching to their music education. This performance-based classroom will serve as a creativeoutlet for students and will give all who are interested the opportunity to sing and feel success. Cultural issues will be addressedthrough the repertoire and composers that we may study together.

Essential Questions:Will vocal modeling paired with instruction in vocal anatomy and kinesiology help students obtain the ideal, healthy

choral sound? Will fun and challenging vocal exercises help students gain confidence and comfort in their vocal abilities?Will the use of more complex rounds and partner songs as warm-ups prepare students for the more challenging vocal repertoireof the choral ensemble? Will the music activities promote active listening, analytical minds and create connections betweenother art forms and cultures?

Objectives: Students will be able to do the following:1. Obtain the ideal fifth-grade choral sound by using tongue-twisters, pitched and non-pitched vocal

percussion, and proper choral annunciation.2. Develop comfort and confidence in all ranges of the voice by doing voice-bending exercises. Gain comfort

and confidence in pitch matching by executing fun and precise singing exercises. Gain comfort andconfidence in singing harmony by singing rounds and partner songs as warm-ups.

3. Develop positive personal skills through the social and team atmosphere of the class.4. Perform two full concerts/performances for memory throughout the year.

Fifth Grade Choral MusicTopic/Content Skills



! Singing! Critical

listening! Timbre ! Rhythm! Expression! Form! Cultural





! Demonstrationof knowledgethroughmemory

! Participationin singing inrehearsal andperformance

! Attendance torehearsals andperformances

! Disciplineduringrehearsals andperformances

! Demonstration! Song books! Online

resources! Bulletin

boards! Various

musicalselections


! Choralactivity booksand materials



! Discussion ! Class Activity! Modeling! Critical

listening


and midifiles

1.11.1.61.21.2.6 B1.31.3.6 B1.41.4.6 B1.51.5.6 B

Fifth Grade Choral Music

Differentiated Learning ActivitiesFifth grade students have many different levels of ability and interest. In order to meet the needs of all learners, the teacher


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K-5 Classroom Music - Mountain Lakesfc.mtlakes.org/Curriculum_Resources/FAV2-00102E34/K-5 Classroom... · K-5 CLASSROOM MUSIC ... Cultural issues will be addressed in relation to