South Holland School District 150

South Holland School District 150

Early Elementary Music Department Curriculum

June 12th, 2015

Prepared by: Julieanna Charron

Mission Statement

Introduction:

South Holland School District 150’s musical education program is an excellent program for learning musical literacy and content. In the coming years, we hope to continue our success as a high achieving school district in the south suburban area. By making the music education programs one of the best in the area, we will succeed in building successful students with a life-long love for music and the arts. Some of the areas in our curriculum will include teaching more technology based lessons, hands on approaches with classroom instruments, giving public performances, and incorporating more cross-curricular lesson planning. These goals will help all current and future students of Greenwood and McKinley Elementary Schools, and it is our goal to help make the music education program one of Illinois’ best.

Teacher Practice:

Students are very technology driven, and with the updates in technology and common core standards, lessons are becoming more hands on. By having “Smart Board” technology in the music classroom, students will be engaged with hands on lessons, games, and more approaches to musical learning. Teachers are also able to view virtual concerts, audio samples, and more by using “Teacher Tube,” “You tube” and many other websites. They will be able to share and analyze student data by using “Power School,” “Power Teacher Grade book,” and behavioral programs such as “Classroom Dojo”. These programs help build better relationships with students, parents and each other by having access to grades online at all times.

School Culture:

It is our vision to have students have the best musical education and support as possible. With all students, teachers, administration, and parents working together towards high achievement, the students will have the support they need to succeed. This will encourage students to do their best at all times in and outside of the classroom.

Students will have access to a well rounded musical education. The students at Greenwood and McKinley Elementary Schools will have access to classroom instruments, personal recorder and book series, and will have the knowledge to read and write music on a basic to intermediate level. By the end of 5th grade, students will be prepared to join a musical ensemble such as Band or Choir provided at the Junior High level.

Community:

All performances will be public performances allowing students to engage audience members and share in their musical progress. Students are welcome and encouraged to invites their family members and also members of the community. Teachers are encouraged to send invitations to school board members, and administration of South Holland School District 150. This is an opportunity to share and involve community members in the development of our musical education.

Early Elementary Illinois Music Standards

STATE GOAL 25: Know the language of the arts.

A. Understand the sensory elements, organizational principles and expressive qualities of the arts.

25.A.1c Music: Identify differences in elements and expressive qualities (e.g., between fast and slow tempo; loud and soft dynamics; high and low pitch/direction; long and short duration; same and different form, tone color or timbre, and beat).

B. Understand the similarities, distinctions and connections in and among the arts.

25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence and mood).

STATE GOAL 26: Through creating and performing, understand how works of art are produced.

A. Understand processes, traditional tools and modern technologies used in the arts.

26.A.1c Music: Identify a variety of sounds and sound sources (e.g., instruments, voices and environmental sounds).

26.A.1d Music: Relate symbol systems (e.g., icons, syllables, numbers and letters) to musical sounds.

B. Apply skills and knowledge necessary to create and perform in one or more of the arts.

26.B.1c Music: Sing or play on classroom instruments a variety of music representing diverse cultures and styles.

STATE GOAL 27: Understand the role of the arts in civilizations, past and present.

A. Analyze how the arts function in history, society and everyday life.

27.A.1a Identify the distinctive roles of artists and audiences.

27.A.1b Identify how the arts contribute to communication, celebrations, occupations and recreation.

B. Understand how the arts shape and reflect history, society and everyday life.

27.B.1 Know how images, sounds and movement convey stories about people, places and times.

Early Elementary National Music Standards

1. Singing, along and with others, a varied repertoire of music.

2. Performing on instruments, along and with others, a varied repertoire of music.

3. Improvising melodies, variations, and accompaniments.

4. Composing and arranging music within specified guidelines.

5. Reading and notating music.

6. Listening to, analyzing, and describing music.

7. Evaluating music and music performances.

8. Understanding relationships between music, the other arts, and disciplines outside the arts.

9.  Understanding music in relation to history and culture.

Core Arts Standards

(Introduced June 4th, 2014 www.musiced.nafme.org)

Key Words: Cr (Creating), Pr (Performing), Re (Responding), Cn (Connecting),

Creating-Common Anchor #1

Imagine

Generate musical ideas for various purposes and contexts.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Essential Question: How do musicians generate creative ideas?
Kindergarten / First / Second / Third / Fourth / Fifth
MU:Cr1.1.Ka With guidance, explore and experience music concepts (such as beat and melodic contour).
/ MU:Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.
/ MU:Cr1.1.2a Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
/ MU:Cr1.1.3a Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context (such as personal and social).
/ MU:Cr1.1.4a Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural).
/ MU:Cr1.1.5a Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical).
MU:Cr1.1.Kb With guidance, generate musical ideas (such as movements or motives).
/ MU:Cr1.1b With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).
/ MU:Cr1.1.2b Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple).
/ MU:Cr1.1.3b Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.
/ MU:Cr1.1.4b Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.
/ MU:Cr1.1.5b Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.

Creating-Common Anchor #2

Plan and Make

Plan and Make-Select and develop musical ideas for defined purposes and contexts.

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive art. Essential Question: How do musicians make creative decisions?

Kindergarten / First / Second / Third / Fourth / Fifth
MU:Cr2.1.Ka With guidance, demonstrate and choose favorite musical ideas. / MU:Cr2.1.1a With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent. / MU:Cr2.1.2a
Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent. / MU:Cr2.1.3a Demonstrate selected musical ideas for a simple improvisation or composition to express intent, and describe connection to a specific purpose and context. / MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. / MU:Cr2.1.5a Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context
MU:Cr2.1.Ka With guidance, organize personal musical ideas using iconic notation and/or recording technology. / MU:Cr2.1.1b With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas. / MU:Cr2.1.2b
Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas. / MU:Cr2.1.3b Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas. / MU:Cr2.1.4b Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas / MU:Cr2.1.5b Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

Creating-Common Anchor #3

Evaluate and Refine

Evaluate and refine selected musical ideas to create musical work(s)

That meets appropriate criteria.

Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their work?

Kindergarten / First / Second / Third / Fourth / Fifth
MU:Cr3.1.Ka With guidance, apply personal, peer, and teacher feedback in refining personal musical ideas. / MU:Cr3.1.1a With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas. / MU:Cr3.1.2a Interpret and apply personal, peer, and teacher feedback to revise personal music. / MU:Cr3.1.3a Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collaboratively-developed criteria and feedback. / MU:Cr3.1.4a Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time. / MU:Cr3.1.5a Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback, and explain rationale for changes.

Creating -Common Anchor #3

Present

Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.

Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication.

Essential Question: When is creative work ready to share?

Kindergarten / First / Second / Third / Fourth / Fifth
MU:Cr3.2.Ka With guidance, demonstrate a final version of personal musical ideas to peers. / MU:Cr3.2.1a With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. / MU:Cr3.2.2a Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. / MU:Cr3.2.3a Present the final version of personal created music to others, and describe connection to expressive intent. / MU:Cr3.2.4a Present the final version of personal created music to others, and explain connection to expressive intent. / MU:Cr3.2.5a Present the final version of personal created music to others that demonstrates craftsmanship, and explain connection to expressive intent.

Performing -Common Anchor #4

Select

Select varied musical works to present based on interest, knowledge, technical skill and context.

Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.

Essential Question: How do performers select repertoire?

Kindergarten / First / Second / Third / Fourth / Fifth
MU:Pr4.1.Ka With guidance, demonstrate and state personal interest in varied musical selections. / MU:Pr4.1.1a With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections. / MU:Pr4.1.2a Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections. / MU:Pr4.1.3a Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context. / MU:Pr4.1.4a Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill. / MU:Pr4.1.5a Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others’ technical skill.

Performing-Common Anchor #4

Analyze

Analyze the structure and context of varied musical works, and their implications for performance.

Enduring Understanding: Analyzing creators’ context and how they manipulate elements of musical provides insight into their own intent and informs performance.

Essential Question: How does understanding the structure and context of musical works inform performance?

Kindergarten / First / Second / Third / Fourth / Fifth
MU:Pr4.2.Ka With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance. / MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
MU:Pr4.2.1b When analyzing selected music, read and performs rhythmic patterns using iconic or standard notation. / MU:Pr4.2.2a Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
MU:Pr4.2.2b When analyzing selected music, read and performs rhythmic and melodic patterns using iconic or standard notation. / MU:Pr4.2.3a Demonstrate understanding of the structure in music selected for performance.
MU:Pr4.2.3b When analyzing selected music, read and performs rhythmic patterns and melodic phrases using iconic and standard notation. / MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance.
MU:Pr4.2.4b When analyzing selected music, read and performs using iconic and/or standard notation. / MU:Pr4.2.5a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.
MU:Pr4.2.5b When analyzing selected music, read and performs using standard notation.
MU:Pr4.2.3c Describe how context (such as personal and social) can inform a performance. / MU:Pr4.2.4c Explain how context (such as social and cultural) informs a performance. / MU:Pr4.2.5c Explain how context (such as social, cultural, and historical) informs performances.

Performing-Common Anchor #4

Interpret

Develop interpretation that considers creators’ intent.

Enduring Understanding: Performers make interpretative decisions based on their understanding of context and expressive intent.

Essential Question: How do performers interpret musical works?

Kindergarten / First / Second / Third / Fourth / Fifth
MU:Pr4.3.Ka With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent. / MU:Pr4.3.1a Demonstrate and describe music’s expressive qualities (such as dynamics and tempo). / MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent. / MU:Pr4.3.3a Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo). / MU:Pr4.3.4a Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre). / MU:Pr4.3.5a Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation
/style

Performing- Common Anchor #5