Kindergarten Music Curriculum Barren County Schools
Structure and Processes
Students will:
recognize (aurally) steady beat, slower and faster (TEMPO);
perform quarter note accompaniments to simple musical examples (RHYTHM);
recognize the term melody and sing simple melodies (MELODY);
recognize same and different rhythmic and melodic phrases (FORM);
recognize classroom percussion instruments visually and aurally andrecognize and demonstrate the four voices (singing, talking, whispering, and calling) (TIMBRE);
and sing songs that demonstrate a change in dynamics (loud/soft) (DYNAMICS).
Students will identify and sing lullabies (STYLE)
Kindergarten Humanity and Purposes
Students will listen to and perform music from various cultures and periods.
Students will experience music created for a variety of purposes.
First Grade Music Curriculum Barren County Schools
Structure and Processes
(Continued on next page)
Students will:
perform steady beat and slower/faster tempos (TEMPO);
perform quarter note, quarter rest, and eighth note patterns (RHYTHM);
sing melodies of increasing difficulty (MELODY);
recognize call and response and AB form (FORM);
recognize the percussion family by sight and sound, identify a variety of
common percussion instruments, and distinguish between adult and
children’s voices (TIMBRE); and
recognize and identify loud and soft (aurally) (DYNAMICS).
Students will listen to and sing game songs (STYLE).
First Grade Humanity and Purposes
Students will listen to and perform music from the Native American culture.
Students will continue to experience music created for a variety of purposes.
Second Grade Music Curriculum Barren County Schools
Structure and Processes
Students will:
read and perform using quarter notes, quarter rests, eighth notes, half notes, half rests(RHYTHM);
identify staff, (lines & spaces), treble clef sign, and high/low pitches on the staff, pitch, upand down (MELODY);
recognize melody as separate from accompaniment (HARMONY);
recognize and identify AB, ABA, and call and response forms (FORM);
identify members of the brass family and woodwind family by sight and by sound,recognize the piano and organ as keyboard instruments and listen to a variety of pianoand organ music, and distinguish between adult male and female voices (TIMBRE); and
recognize and identify the symbols and Italian terms for loud (forte – f) and soft (piano – p) (DYNAMICS).
Students will listen to and sing Patriotic songs and folk songs (STYLE).
Second Grade Humanity and Purposes
Students will listen to and performmusic from the Colonial American period.
Students will continue to experience music created for a variety of purposes.
Third Grade Music Curriculum Barren County Schools
Structure and Processes
Students will:
recognize (know the terms) largo, moderato, presto (TEMPO);
read and perform whole notes, whole rests, eighth rests, and identify bar lines and measures (RHYTHM);
recognize and identify lines and spaces on treble clef staff (visually) and begin to identify pitches by letter name (low E to high F) (MELODY);
identify and perform rounds and simple 2-part songs (HARMONY);
identify and perform rounds, verse/chorus, and repeat signs (FORM);
identify members of the string family (both orchestral and folk) by sight and by sound (TIMBRE); and
use symbols and Italian terms for very loud (fortissimo – ff), very soft (pianissimo – pp), medium loud (mezzo forte – mf), and medium soft (mezzo piano – mp) (DYNAMICS).
Students will listen to and sing folk songs, work songs, and Bluegrass songs and listen to folk music and Bluegrass music (STYLE).
Third GradeHumanity and Purposes
Students will listen to and performTraditional Appalachian music.
Students will continue to experience music created for a variety of purposes.
Fourth GradeMusic Curriculum Barren County Schools
Structure and Processes
Students will:
recognize (know the terms) andante and allegro (TEMPO);
read, notate, and perform tied notes, dotted half notes, fermata, and time signatures (2/4, 3/4 , 4/4) (RHYTHM);
identify or describe shape (melodic contour), direction (pitches move up, down, by step, by skip, stay the same), pitch notation (middle C to F at the top of treble clef staff), high vs. low, ledger line, and
recognize the symbols for sharp, flat, and natural (MELODY);
perform 2-part songs of increasing difficulty, identify and describe unison and parts, and identify and describe minor (HARMONY);
identify or describe call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs (FORM);
recognize different qualities of musical sounds, review orchestral instruments by family (brass, woodwind, string, percussion), describe how instrument sounds are produced, review human voices (high voices, low voices), and identify Native American, West African, and Appalachian instruments (TIMBRE); and
describe pianissimo, piano, mezzo piano, mezzo forte, forte, and fortissimo(DYNAMICS).
Students will identify and describe spirituals (STYLE).
Fourth GradeHumanity and Purpose
Students will listen to, perform, and identify music from West Africa.
Students will listen to, perform, and identify Native American and Traditional Appalachian music and will compare and contrast Native American, Traditional Appalachian, and West African music with reference to the music elements and the purpose of the music in each of the cultures.
Students will identify music associated with the Colonial American period and identify the influence of European music on Colonial American music.
Students will identify and explain how music fulfills a variety of purposes.
Fifth GradeMusic Curriculum Barren County Schools
Structure and Processes
Students will:
listen to and analyze how tempo is used in musical examples (TEMPO);
read, notate, perform, and create using all previously learned notes and rests using a given time signature (RHYTHM);
recognize, analyze, or explain in writing the melody (shape, direction, treble clef sign, pitch notation, high vs. low notes) of selected written examples and simple listening examples (MELODY);
listen to and analyzeMajor/minor and unison/parts (HARMONY);
analyze or explain in writing call and response, two-part (AB), three-part (ABA), round, verse/chorus in written music and by listening (FORM);
analyze or explain in writing using Italian terminology the dynamics used in a given piece of music (DYNAMICS); and
review the different qualities of musical sounds, review orchestral instruments by family (brass, woodwind, string, percussion), review how instrument sounds are produced, review human voices (high voices, low voices) and describe instruments used in Native American, Traditional Appalachian, and West African music and instruments used during the Colonial American period. (TIMBRE).
Students will listen to, identify, and describe in writing the various styles of music (spirituals, game songs, folk songs, lullabies, patriotic, bluegrass) with particular reference to the music elements.
Fifth GradeHumanity and Purposes
Students will identify how music has been a part of cultures and periods throughout history with particular attention to Native American, Traditional Appalachian, and West African music and music from the Colonial American period and will explain similarities and differences in the music with reference to the music elements and to the purposes of the music from each of the cultures and time periods.
Students will recognize the European influence on Colonial American music.
Students will identify how music fulfills a variety of purposes.
Sixth Grade Music Curriculum Barren County Schools
Structure and Processes
Students will:
listen to more complex pieces of music and describe in writing the tempo;
identify and describe syncopation, 6/8 time, sixteenth notes, sixteenth rests, and dotted quarter notes (RHYTHM);
identify or describe melodic phrase, treble and bass clef signs, pitch notation(letter names on grand staff), natural sign, sharp sign, flat sign, key signature, key signatures of C Major, G Major, and F Major (MELODY);
identify and describe triads (chords, I, IV, V) (HARMONY);
recognize and identify rondo and theme and variations (FORM);
identify and describe voice parts (soprano, alto, tenor, bass) and recognize the unique sounds of Latin American & Asian traditional instruments (TIMBRE); and
identify or describe crescendo, decrescendo (DYNAMICS).
Students will listen to/perform and be able to identify or explain the following styles of music: gospel, Broadway musicals, blues, jazz, popular, marches, ballads.
Sixth GradeHumanity and Purposes
Students will analyze or explain how diverse cultures and time periods are reflected in music with particular attention to Latin American music (including the Spanish influence on Mexican music and characteristics reflected in music of the United States) and styles (samba, salsa, cha-cha) and Asian music.
Students will identify and explain how music fulfills a variety of purposes.