ELEMENTARY

MUSIC
EDUCATION

HANDBOOK
 MUSIC EDUCATION

CURRICULUM

PHILOSOPHY
Children enter school with a musical background. A quality music education broadens that
foundation through experiences in singing, playing, analyzing, creating and listening. In a world
that demands new solutions to difficult problems, the study of music gives us skills to look at a
variety of solutions to a single problem, explore new approaches and focus intently on a
challenging task. Music education provides opportunities to experience magnificence and fosters a
desire to seek out or create it again.

Music is . . .
• creative, providing avenues for personal expression and reflection.
• demanding, possessing a body of knowledge and skills which must be studied and
developed over time.
• disciplined, required concentration, problem solving, responsibility, accountability and
collaboration.
• joyful, providing release and balance, gathering people together, bringing inspiration and
satisfaction to daily life.
• social, preserving, influencing and commenting on the lives of people and societies.
• multicultural, embedded in every society and culture around the world and throughout time.

MISSION

The mission of music education in the Ann Arbor Public Schools is to contribute to a
comprehensive and relevant education for all students through meaningful, sequential study of
music as an art form, as a social force and as a uniquely human endeavor. All students are
entitled to a quality music education with adequate provision for more specialized study where
student interest dictates.

! “In the arts our children experience much that we would like to
! see in all education:
! They are active and involved.
! They have a sense of accomplishment and exhilaration.
! They work with purpose and energy.
! They are not ‘taking subjects; rather they are absorbed in important
! questions - exploring, discovering, creating, learning’.”
! ! ! The Arts Education Partnership Working Group under the sponsorship of
! ! The John F. Kennedy Center for the Performing Arts and The J. Paul Getty Trust
 MUSIC EDUCATION

DIVERSIFYING MUSIC CLASSROOMS

The Ann Arbor community is justifiably proud of its reputation for providing an outstanding musical
education. The following chart demonstrates ways in which music educators are expanding and
diversifying their roles without diminishing the significance of this tradition of excellence.

NOTE:! The “Expanding our environment” column reflects ways in which we augment or
! enhance the roles in the left column.

Where we have been Expanding our environment

Outstanding Musical Performances Outstanding Musical Performances

Teacher as conductor, leader Teacher as music educator, coach

Teacher takes primary ownership by offering musical Students take increased ownership by offering
input, analyzing problems, making suggestions. musical input, analyzing problems, making
suggestions

Class discussions deal with procedures, events, Class discussions include role of music in society,
rules. impact of music on society.

Group musicianship as the overriding focus. Balancing the development of independent and
group musicianship.

Teacher knowledgeable about how the group is Teacher knowledgeable about how individual
doing. students are doing.

Teacher makes most decisions. Students have input in the decision-making process.

Performances/concerts as outcomes. Performances/concerts as vehicles to demonstrate

mastery of outcomes.

Performances which share finished products with the Also informances which invite the public into the
public. daily music rehearsal or classroom experience.

Motivation through competition. Motivation strategies which focus on collaboration.

Families responsible for supports to allow students Teachers and school district working with families to
to excel, e.g., private study. provide many supports allowing all students to excel,
e.g., Outreach.

Performance repertoire almost exclusively European Performance repertoire often of European origin
in origin. while including music from a wide variety of world
cultures.

Study of music from a wide variety of world cultures

integrated into instruction.

Teachers teach exclusively K-5 Music Grade Level Teachers teach K-5 Music GLCE"s in collaboration
Content Expectation"s (GLCE"s) with connected science and social studies GLCE"s
providing a more integrated curricular approach.
 MUSIC EDUCATION

STRANDS OF MUSIC EDUCATION

! ! ! ! ! ! ! !
The current music education curriculum consists of two overlapping strands. General music, provided to all
students in kindergarten through fourth grade, approaches music study from an eclectic point of view,
incorporating singing and playing music, developing music literacy, learning about the role of the arts in our
lives and becoming informed consumers of music. The second strand of the music curriculum, which includes
a variety of elective courses, begins with instrumental music study in the fifth grade and choral music study in
the sixth grade. While continuing to address issues of history, culture, analysis and aesthetics, students use
musical performance as a primary vehicle for learning. Collaborative skills and responsibility to the larger group
becomes an additional area of emphasis at this level.

In defining outcomes for music education, music teachers have developed program outcomes for each strand
noting their important relationships as well as their uniqueness. The chart below demonstrates the relationship
between these two strands.

PROGRAM
OUTCOMES
K-5
PROGRAM
OUTCOMES
5 - 12
GRADE LEVEL
OUTCOMES
K-1, 2-3, 4-5
COURSE
OUTCOMES
5 - 12

As of November, 1993, program and grade level outcomes exist for K-5 music and 6th grade Exploratory
Music. Program outcomes for 5-12th grade music are written and the associated course outcomes are under
development. Curriculum guides containing outcomes, scope and sequence and objectives for all levels are
under development.

“When members of a society wish to secure that society’s rich heritage, they cherish their arts
and respect their artists. The esteem with which we regard the multiple cultures offered in our
country enhances our possibilities for healthy survival and continued social development.”
! ! ! ! ! ! ! ! ! ! Maya Angelou
 MUSIC EDUCATION
Elementary Instrumental Music

At the end of! ! ! ! The student will be able to:

one year of study

Instrumental Skills! • demonstrate proper care of the instrument and simple

maintenance including cleaning and oiling (where appropriate)
• perform with proper posture
• perform with correct playing position including arms, hands, feet
and fingers
• perform with an acceptable tone production including breath
control, embouchure, articulation, bowing and breathing
• demonstrate a knowledge of the basic fingerings required to play
the material used
• play and/or sing simple melodies
• use good stick-hand position and demonstrate knowledge of
proper sticking patterns (when studying percussion)

Reading Skills • read basic rhythmic notation using whole notes, half notes,
quarter notes and eighth notes and corresponding rests
• perform simple rhythmic combinations listed above
• read basic musical symbols
• read and perform appropriate music in 2/4, 3/4 and 4/4 time
signatures

Listening Skills • give immediate response to verbal instruction

• recognize sound and melodic patterns
• play with acceptable tone quality
• learn to play together with other students

• put the instrument skills and listening skills already listed

Rehearsal Skills!
together
• show self-discipline and learn to play independently
• contribute to group discipline and help create an atmosphere for
learning
• demonstrate good practice skills
• gain a sense of responsibility through the study of an instrument

• play loud and soft

Expressive Skills
• play fast and slow
• perform with appropriate articulation or bowing
• play with simple phrasing
• demonstrate some musical sensitivity including blend and
balance in group playing

Attitude & Personal Growth • demonstrate a positive attitude toward music learning and
playing
• experience joy and self-pride in performing well
 !

BE
ACCEPTING
of self
of peers !

BE SELF-
CONFIDENT
of skill !
of ability READ CREATE
! SING Standard compose
in groups Notation improvise

SING IDENTIFY
alone RELATE compositions
small groups ANALYZE to home, composers
Elements family, school, performers
Similarities church, styles
Differences community,
world

EXPRESS
FEELINGS
verbally
graphically
kinesthetically

SHOW
RESPECT
for performers
for facilities

!
!
 K-5
Outcomes
and
Scope and Sequence

Developed by
Ann Arbor Public School’s Elementary Music Teachers

Special Thanks to:

Robin Bailey
Lynda Berg
Sue Sinta
 ELEMENTARY MUSIC GRADE LEVEL OUTCOMES
As of 12/1/2012

The Elementary Music Program Outcomes will be achieved as a result of achievement of the following grade level outcomes:

K - 1 PRODUCING & PERFORMING MUSIC

OUTCOMES DESIRED OUTCOMES OBJECTIVES SAMPLE ASSESSMENT

• Sing 2 level 1 songs in a large • Sing 2 level 1 songs in a small group. * • Sing songs in a group. * • Sing 2 level 1 songs in a large and or small
group.* group. *

• Move to the beat of music. * • Maintain a steady beat. • Clap, pat move and play the beat to • Move to the beat of music.
music and rhymes. * • Maintain a steady beat through clapping,
• ID the beat in music. * stepping, patting, playing a rhythm
instrument or other appropriate body
movements. *

• Imitate short rhythmic patterns. • Echo clap, tap, or play short rhythmic • Echo clap, tap, or play short rhythmic
patterns. patterns.
• Discriminate between the beat and the
rhythm of words in familiar songs/
rhymes. *

• Perform or interpret rhythm patterns • Practice reading rhythm patterns. @ • Perform rhythm patterns from standard
from standard notation. @ notation. @
• Listen to a performance and tell whether it
is the same as or different from the notated
version.

• Imitate short melodic patterns. @ • Distinguish between singing or speaking • Echo sing short melodic patterns.@
voice.
• Explore variety of vocal sounds: hi/low
using a full vocal range.
• Echo sing short melodic patterns. @

*Selection of teaching materials/repertoire will include significant music from classical, popular and folk traditions and significant music representative of
the many cultural groups (ethnic groups/regional or world cultures) represented in our community.
The symbol @ means: appropriate to grade/developmental level as indicated in the Scope and Sequence Chart.
Each school will, as a site, develop a core repertoire of music appropriate for various grade levels. This core should remain consistent for several years
and can be used during assemblies, in conjunction with studies in the general classroom, and as part of other school events.
Original 8/31/92
 ELEMENTARY MUSIC GRADE LEVEL OUTCOMES
As of 12/1/2012

OUTCOMES DESIRED OUTCOMES OBJECTIVES SAMPLE ASSESSMENT

• Perform or interpret short melodic • Practice reading melody patterns.@ • Perform short melodic patterns from
patterns from standard notation.@ standard notation.@
• Listen to a performance and tell whether it
is the same as or different from the notated
version.

• Improvise short rhythmic and melodic • Explore a variety of rhythmic and • Improvise short rhythmic and melodic
patterns and perform them in group melodic patterns with voice, body and patterns on various instruments in small
settings. instruments. groups.
• Create sound effects for songs, poetry • Improvise a melody with voice.
and movement. * • After hearing a short pattern, improvise a
• Use sounds to represent characters in pattern in response.
songs.

• Participate with enthusiasm in music • Experience many positive musical • Participate with enthusiasm in music class
class activities. activities. activities as noted through teacher
• Observe teacher!s enthusiasm for the observation.
art.
• Observe peer!s enthusiasm for the art.

• Recognize and applaud their own • Practice skills and acknowledge positive • Applaud appropriately after any musical
musical accomplishments and those of attempts of self and peers. @ performance.
their peers. • Assess and discuss musical • Through class discussion review with
accomplishments. positive comments musical
accomplishments of selves and peers.

*Selection of teaching materials/repertoire will include significant music from classical, popular and folk traditions and significant music representative of
the many cultural groups (ethnic groups/regional or world cultures) represented in our community.
The symbol @ means: appropriate to grade/developmental level as indicated in the Scope and Sequence Chart.
Each school will, as a site, develop a core repertoire of music appropriate for various grade levels. This core should remain consistent for several years
and can be used during assemblies, in conjunction with studies in the general classroom, and as part of other school events.
Original 8/31/92
 ELEMENTARY MUSIC GRADE LEVEL OUTCOMES
As of 12/1/2012

K - 1 ANALYSIS AND CRITICISM OF MUSIC

OUTCOMES DESIRED OUTCOMES OBJECTIVES SAMPLE ASSESSMENT

• Indicate various musical selections • ID the concepts of same/different, • After listening to variety of musical
as same or different and classify the loud/soft, fast/slow, high/low, and short/ examples, indicate whether the
similarities and differences using long. @* selections are same or different by
loud/soft, fast/slow, high/low, and • Sing, play, move and listen to isolated 1. circling appropriate pictures,
short/long.@* examples of loud/soft, fast/slow, high/ 2. displaying like or unlike colors or
low, and short/long.@* shapes,
3. responding verbally, or
4. moving with appropriate body
actions. *

K - 1 HISTORICAL, CULTURAL, SOCIAL CONTEXTS FOR MUSIC

OUTCOMES DESIRED OUTCOMES OBJECTIVES SAMPLE ASSESSMENT

• Cite examples of the role of music in • Sing, move, play and listen to a varied • Participate in “Musical Show and Tell”. *
a child!s life at home/family, school/ musical repertoire. * • Create a special bulletin board of current
church, and the playground. * • Discuss the significance of music musical events. *
presented in or heard outside of class. * • Create a collage of places and times that
music plays out in every day life. *

• Identify what a composer is and does. * • Sing, move, play and listen to a varied • Identify what a composer is and does. *
musical repertoire. *
• Define “composer” and relate to
compositions studied. *

*Selection of teaching materials/repertoire will include significant music from classical, popular and folk traditions and significant music representative of
the many cultural groups (ethnic groups/regional or world cultures) represented in our community.
The symbol @ means: appropriate to grade/developmental level as indicated in the Scope and Sequence Chart.
Each school will, as a site, develop a core repertoire of music appropriate for various grade levels. This core should remain consistent for several years
and can be used during assemblies, in conjunction with studies in the general classroom, and as part of other school events.
Original 8/31/92
 ELEMENTARY MUSIC GRADE LEVEL OUTCOMES
As of 12/1/2012

OUTCOMES DESIRED OUTCOMES OBJECTIVES SAMPLE ASSESSMENT

• Identify what a musical performer is • Sing, move, play and listen to a varied • Identify what a musical performer is and
and does. * musical repertoire. * does. *
• Define “performer” and relate to
compositions studied. *

K - 1 AESTHETICS AND MUSIC

OUTCOMES DESIRED OUTCOMES OBJECTIVES SAMPLE ASSESSMENT

• Formulate and express opinions • Master musical vocabulary. @ • After watching or performing in a live or
about musical events or works and • Listen to a varied musical repertoire.* recorded musical event, critique the
justify their opinions using music performance as a group using music
vocabulary. @* vocabulary. @*

• Express the feelings created by music • Sing, move, play and listen to a varied • Tell about, draw a picture of, or move
verbally, graphically or kinesthetically. * musical repertoire. * appropriately to describe the mood
• Describe verbally, graphically or created by a given musical composition.
kinesthetically the vast range of human
emotion.
• Discuss, listen to and ID the musical
techniques and devices used to create
mood in music. @*

• Use music room instruments & • Discuss and practice the careful use of • Demonstrate proper use of music room
equipment properly. facilities and equipment. instruments & equipment.

• Demonstrate polite listening behavior in • Discuss and practice appropriate class • Behave appropriately in class and during
class and in school concerts/ and concert behavior. school concerts & assemblies.
assemblies.

*Selection of teaching materials/repertoire will include significant music from classical, popular and folk traditions and significant music representative of
the many cultural groups (ethnic groups/regional or world cultures) represented in our community.
The symbol @ means: appropriate to grade/developmental level as indicated in the Scope and Sequence Chart.
Each school will, as a site, develop a core repertoire of music appropriate for various grade levels. This core should remain consistent for several years
and can be used during assemblies, in conjunction with studies in the general classroom, and as part of other school events.
Original 8/31/92
 ELEMENTARY MUSIC GRADE LEVEL OUTCOMES
As of 12/1/2012

2-3 ANALYSIS AND CRITICISM OF MUSIC

OUTCOMES DESIRED OUTCOMES OBJECTIVES SAMPLE ASSESSMENT

• Indicate various musical selections • ID the concepts of classical and • Demonstrate the concepts of steady
as same or different and classify contemporary music, duple and triple beat, meter, melodic skips and steps
the similarities and differences meters, melodic contour and a variety of through free or directed physical
using classical/contemporary, timbres. @ movement. @*
duple/triple meter, melodic contour, • Sing, play, move and listen to isolated • After listening to variety of musical
and timbre (string/wind/percussion/ examples of classical/contemporary examples, indicate whether the
voice, solo/group). @* music, duple/triple meter, melodic selections are same or different by
contour and a variety of timbres. @* 1. circling appropriate pictures,
2. displaying like or unlike colors or
shapes,
3. responding verbally, or
4. moving with appropriate body
actions. *
• Listen to similar/contrasting selections
and identify those characteristics which
make them similar/different.

*Selection of teaching materials/repertoire will include significant music from classical, popular and folk traditions and significant music representative of
the many cultural groups (ethnic groups/regional or world cultures) represented in our community.
The symbol @ means: appropriate to grade/developmental level as indicated in the Scope and Sequence Chart.
Each school will, as a site, develop a core repertoire of music appropriate for various grade levels. This core should remain consistent for several years
and can be used during assemblies, in conjunction with studies in the general classroom, and as part of other school events.
Original 8/31/92
 ELEMENTARY MUSIC GRADE LEVEL OUTCOMES
As of 12/1/2012

2-3 HISTORICAL, CULTURAL, SOCIAL CONTEXTS FOR MUSIC

OUTCOMES DESIRED OUTCOMES OBJECTIVES SAMPLE ASSESSMENT

• Cite examples of the role of music in • Sing, move, play and listen to a varied • Create a special bulletin board of current
the life of Ann Arbor or other musical repertoire. * musical events in Ann Arbor and the
communities. * • Discuss the significance of music surrounding communities. *
presented in or heard outside of class. * • Give oral reports to class on concerts
• Discuss sources to use in locating attended. *
upcoming “local” musical events. * • Bring in newspaper clippings of
advertisements of upcoming concerts. *
• Create posters advertising school musical
events. *
• Bring in family members or friends who
are involved in music in the community as
guest speakers/performers. *

• Name some significant composers, • Define “composition”. * • Name some significant composers,
performers, and compositions. * • Sing, move, play and listen to a varied performers, and compositions. *
musical repertoire noting the title,
composer and performing artists. *

*Selection of teaching materials/repertoire will include significant music from classical, popular and folk traditions and significant music representative of
the many cultural groups (ethnic groups/regional or world cultures) represented in our community.
The symbol @ means: appropriate to grade/developmental level as indicated in the Scope and Sequence Chart.
Each school will, as a site, develop a core repertoire of music appropriate for various grade levels. This core should remain consistent for several years
and can be used during assemblies, in conjunction with studies in the general classroom, and as part of other school events.
Original 8/31/92
 ELEMENTARY MUSIC GRADE LEVEL OUTCOMES
As of 12/1/2012

2-3 AESTHETICS AND MUSIC

OUTCOMES DESIRED OUTCOMES OBJECTIVES SAMPLE ASSESSMENT

• Formulate and express opinions • Master musical vocabulary. @ • After watching or performing in a live or
about musical events or works and • Express opinions in group discussions recorded musical event, critique the
justify their opinions using musical about musical events or works and justify performance as a group. @*
vocabulary. @* opinions using musical vocabulary. @*

• Express the feelings created by music • Sing, move, play and listen to a varied • Express the feelings created by music
verbally, graphically or kinesthetically. * musical repertoire. * verbally, graphically or kinesthetically. *
• Discuss, listen to and identify musical
techniques and devices used to create
mood in music. @*

4-5 ANALYSIS AND CRITICISM OF MUSIC

OUTCOMES DESIRED OUTCOMES OBJECTIVES SAMPLE ASSESSMENT

• Indicate various musical selections • ID concepts of form, timbre, and style. @ • Respond to varying musical examples
as same or different and classify • Sing, play, move and listen to examples through appropriate types of physical
the similarities and differences of various forms, styles, and timbres. @* movement. *
using vocabulary relating to form, • Demonstrate rhythmic concepts and
timbre (individual instrumental & melodic contour graphically and through
vocal tone colors) and style. @* physical movement. @*

*Selection of teaching materials/repertoire will include significant music from classical, popular and folk traditions and significant music representative of
the many cultural groups (ethnic groups/regional or world cultures) represented in our community.
The symbol @ means: appropriate to grade/developmental level as indicated in the Scope and Sequence Chart.
Each school will, as a site, develop a core repertoire of music appropriate for various grade levels. This core should remain consistent for several years
and can be used during assemblies, in conjunction with studies in the general classroom, and as part of other school events.
Original 8/31/92
 ELEMENTARY MUSIC GRADE LEVEL OUTCOMES
As of 12/1/2012

4-5 HISTORICAL, CULTURAL, SOCIAL CONTEXTS FOR MUSIC

OUTCOMES DESIRED OUTCOMES OBJECTIVES SAMPLE ASSESSMENT

• Cite examples of the role of music • Sing, move, play and listen to a varied • Create a special bulletin board of current
in regional or United States life. * musical repertoire. * musical events. *
• Discuss the significance of music • Give oral reports to class on concerts
presented in or heard outside of class. * attended. *
• Discuss sources to use in locating • Bring in newspaper clippings of
upcoming regional and national musical advertisements of upcoming regional or
events. * national concerts. *
• Interview a musician and report back to
class. *

• Cite examples of ways in which • Discuss participation in local musical • Cite examples of ways in which music is
music is used in the student!s daily ensembles. * used in the student!s daily life now and
life now and ways in which it may • Discuss participation in various music ways in which it may be a part of his/her
be a part of his/her adult life. * festivals and competitions. * adult life. *
• Explore and research possible music • Interview local professionals in the music
careers. industry.
• Discuss various ways that music can be • Select a musical career and report on the
used throughout one!s life. necessary steps to attain that goal. *
• Draw a picture of your 5th grade
instrument of choice and write a short
report on it.
• Collect memorabilia and write a short
report on your favorite performer or group.
Include the reason for your choice. *

• Name significant composers and • Sing, move, play and listen to a varied • Name significant composers and
representative works. * musical repertoire noting the title representative works. *
composer. * • Enact an interview between a significant
composer and a music critic. *

*Selection of teaching materials/repertoire will include significant music from classical, popular and folk traditions and significant music representative of
the many cultural groups (ethnic groups/regional or world cultures) represented in our community.
The symbol @ means: appropriate to grade/developmental level as indicated in the Scope and Sequence Chart.
Each school will, as a site, develop a core repertoire of music appropriate for various grade levels. This core should remain consistent for several years
and can be used during assemblies, in conjunction with studies in the general classroom, and as part of other school events.
Original 8/31/92
 ELEMENTARY MUSIC GRADE LEVEL OUTCOMES
As of 12/1/2012

OUTCOMES DESIRED OUTCOMES OBJECTIVES SAMPLE ASSESSMENT

• Identify when and where these • Research and report on the origins and • Identify when and where these composers
composers and performers lived. * lives of various significant composers and performers lived. *
and performers. • Pinpoint on a world map the country
where these musicians lived. *
• Create a timeline across the front of the
classroom showing the various periods of
music and marking their place in time.*

• Identify compositions, composers, • Sing, move, play and listen to a varied • Present a brief biography of a composer
performers and styles of music. * musical repertoire. * or performer. *
• Discuss significant compositions, • After listening to a musical selection,
composers, performers and styles of identify the composer, the composition or
music. * the style of the performance. *
• Given a style of music, name a performer,
composer, or composition associated with
that style. *

4-5 AESTHETICS AND MUSIC

OUTCOMES DESIRED OUTCOMES OBJECTIVES SAMPLE ASSESSMENT

• Express the feelings created by music • Sing, move, play and listen to a varied • Portray the feelings created by contrasting
verbally, graphically or kinesthetically.* musical repertoire. * musical selections with appropriate,
• Describe verbally, graphically or contrasting types of movement.
kinesthetically the vast range of human • While/after listening to or performing a
emotion. musical selection, create a picture/drawing
• Discuss, listen to, and identify the which reflects the feelings created by the
musical techniques and devices used music.
to create mood in music. * • Express reactions to a musical selection,
event or performance and justify those
reactions orally or in written form.

*Selection of teaching materials/repertoire will include significant music from classical, popular and folk traditions and significant music representative of
the many cultural groups (ethnic groups/regional or world cultures) represented in our community.
The symbol @ means: appropriate to grade/developmental level as indicated in the Scope and Sequence Chart.
Each school will, as a site, develop a core repertoire of music appropriate for various grade levels. This core should remain consistent for several years
and can be used during assemblies, in conjunction with studies in the general classroom, and as part of other school events.
Original 8/31/92
 ELEMENTARY MUSIC GRADE LEVEL OUTCOMES
As of 12/1/2012

OUTCOMES DESIRED OUTCOMES OBJECTIVES SAMPLE ASSESSMENT

• Demonstrate respect for performers • Discuss and practice appropriate • During a live performance, express
and concert facilities through concert behavior. * appreciation for a performer!s efforts in a
appropriate behavior in performance • Discuss and practice the careful use of way which is appropriate to the situation.
settings and careful use of facilities and facilities and equipment. * • Given several possible performance
equipment. * settings, check appropriate audience
behaviors for each setting on a checklist.

• Formulate and express opinions • Master musical vocabulary. @ • Express opinions in group discussions
about musical events or works and • Listen to a varied musical repertoire. * about musical events or works and justify
justify those opinions using musical • Express opinions in group discussions opinions. @*
vocabulary. @* about musical events or works and
justify opinions. @*

*Selection of teaching materials/repertoire will include significant music from classical, popular and folk traditions and significant music representative of
the many cultural groups (ethnic groups/regional or world cultures) represented in our community.
The symbol @ means: appropriate to grade/developmental level as indicated in the Scope and Sequence Chart.
Each school will, as a site, develop a core repertoire of music appropriate for various grade levels. This core should remain consistent for several years
and can be used during assemblies, in conjunction with studies in the general classroom, and as part of other school events.
Original 8/31/92
 ELEMENTARY MUSIC SCOPE AND SEQUENCE
As of 12/1/2012

EXPRESSIVE
GRADE MELODY RHYTHM HARMONY FORM QUALITIES TIMBRE

• ID same/different • ID slow and fast • ID melody & • Sing after • Sing soft and loud. • ID the singing voice
pitches. melodies. accompaniment. introduction to a • ID soft and loud and the speaking
• ID high-low pitches. • Echo-clap 4-beat simple song. dynamics. voice.
K • ID ascending and
descending pitches.
rhythm patterns.
• Keep the beat.
• Move in ways which
convey expressive
• Match pitches. • Beat: name it. qualities.

• Place note heads on • Clap the beat or the • Recognize 2 or more • ID melodic fragments • Play a song using • Sing/speak a familiar
staff. rhythm of the words tones sounding as same or different. soft and loud song.
• ID low-high, high-low of familiar songs together as harmony. • Recognize the ends of dynamics. • Distinguish between
sequences on the upon request. phrases. vocal and
• ID 2 phrases as the
staff. • ID symbols for the instrumental sounds.
same or different.
• ID skipping/ stepping quarter note, quarter • Distinguish between
patterns on the staff. rest, and double rhythms performed
1 • Sing s-m patterns eighth notes. on instruments or
from notation. • Speak and clap the with body sounds.
• Illustrate the contour rhythm of a 4-beat • ID men!s, women!s
of a melody. notated pattern. # and children!s voices.
• Improvise/create
4-beat rhythm
patterns. #

# using the rhythmic elements taught thus far" Original 8/31/92

 ELEMENTARY MUSIC SCOPE AND SEQUENCE
As of 12/1/2012
EXPRESSIVE
GRADE MELODY RHYTHM HARMONY FORM QUALITIES TIMBRE

• Sing tonal vocal • Clap strong accents • Play a 2-tone • ID the phrases of a 4 • Sing a song using • Select an instrument
patterns with s-m-la. and rest on weak ostinato pattern with phrase song as different shades of that makes ringing,
• Sing notated s-m-la beats. the class singing a same/different. dynamics. clicking, booming, or
patterns. • Recognize beat melody. • Sing the call and rattling sound.
patterns in sets of response sections of • ID by name the
twos and threes. a song. triangle, sandblock,
• ID the tie symbol. • Sing the solo or xylophone, maracas,
2 • ID the half note and
the whole note.
chorus sections of a
song.
drum, cymbal, sticks,
and woodblock.
• Speak and clap the • ID the repeat sign.
rhythm of a 4-beat • ID D.C. al Fine.
notated pattern. #
• Improvise/create 3
and 4-beat rhythm
patterns. #

• Sing a 4-beat notated • ID the dotted half • Sign a simple • ID the refrain and • Describe the mood of • ID by sight the
pentatonic patterns. # note, the half rest ostinato pattern in verses of a song. a given composition. instruments taught in
• Improvise/create a and the whole rest. harmony with song. • ID sections of a • Sing familiar songs the Grade 5
4-beat melodic • Speak and clap a • Accompany with one composition as same with the proper instrumental
pattern using s-m notated 8-beat chord a familiar song. or different. dynamics and tempi program.
and la. rhythm pattern. # • Sing two part round. • ID AB and ABA necessary to
• ID music as moving forms. establish the mood.
3 in two, three or four. • Improvise/compose
• ID the bar line, sound pieces using
measure and double dynamic contrasts.
bar line.
• Improvise/create
8-beat rhythmic
patterns. #

# using the rhythmic elements taught thus far! Original 8/31/92

 ELEMENTARY MUSIC SCOPE AND SEQUENCE
As of 12/1/2012
EXPRESSIVE
GRADE MELODY RHYTHM HARMONY FORM QUALITIES TIMBRE

• Name the lines and • ID 4 sixteenth notes • Sign partner songs. • ID AABA, ABBA, and • ID pp, p, mp, mf, f, ff • ID the four orchestral
spaces of the treble barred together. • Accompany with two ABAC forms. signs. families both visually
clef. • Speak and clap a chords a familiar • ID rondo form. • ID the crescendo and and aurally.
• Sing a notated 8-beat notated 8-beat song. • Compose AB, ABA diminuendo signs. • ID all the individually
pentatonic phrase. # rhythm pattern. # forms. • Use these dynamic instruments of the
4 • Improvise an 8-beat
pentatonic phrase.
• ID 2/4, 3/4 and 4/4
meter signatures.
marks to describe
dynamic contrasts in
orchestra; classify by
family.
• Sing a diatonic major • ID the fermata. music.
scale. • Improvise/create 8-
beat rhythmic
patterns. #

• Sing/play an 8-beat • ID the eighth note • Sing a 3 part round. • ID the 1st and 2nd • Sing/play a familiar • ID bands or
notated diatonic and rest. • Sing simple 2-part endings. song with appropriate orchestras from aural
phrase. • Speak and clap a songs. • ID Theme and phrasing for examples.
• ID the sharp, flat, and notated syncopated • Accompany with Variation form. expressive purposes.
natural sign. pattern. three chords a • ID the introduction, • Sing/play a familiar
• Improvise an 8-beat • ID the dotted quarter familiar song. interlude and coda song with good
diatonic phrase. note. sections. diction.
5 • Compose pentatonic, • ID 6/8 meter. • Compose AABA, • ID major and minor
diatonic songs. • Speak and clap a ABBA, ABAC and modes.
notated 8 beat rondo forms. • Improvise / compose
pattern. # sound pieces using
• Compose a 2/4, 3/4 dynamics and tempi
and 4/4 meter. to create different
moods.

# using the rhythmic elements taught thus far! Original 8/31/92