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  • Grade One

    Each year, starting in grade one, students will have 34 hours of general music instruction, which is the equivalent of about 6 days of school time.  According to best practice and national music standards, lessons should take place in a dedicated music space for segments of no more than 30min sessions but not less than 20min sessions.

     

    This year's major outcomes include beginning pitch matching, steady beat and understandings of rhythmic, melodic, and form elements through reading, writing, moving, playing, singing, improvising/creating, and listening.

     
    Rhythmic understandings will include quarter notes (quarter note ), two eighth notes (2e ), and quarter rests ( r ) guided by the natural experience of the movements of walk  (quarter note ), jogging (2e ), and pause r ).
     
    Melodically the minor third (m3) interval labeled (sol)-(mi) will help us explore high and low.
     
    Assignment links below are unavailable at the moment.  You should automatically receive an email alert when one of the items listed below is on its way home with your child.  Email Mr. Martino to inquire directly by clicking HERE 
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    Finished
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    Rhythmic  Poems

    (The Beat)

    HooverOn Conference Night (or just after)

    IKE: TBD

    A steady, unchanging (tick-tock speed) pulse called the beat is an essential part of music and maintaining the beat is a foundational skill for musicians.

    The use of poems (rhythmically spoken) helps all children experience the beat without the added difficulty of maintaining a melody.

    Listen to your child say the 4 poems without stopping or changing the speed (tempo) of the pulse (beat).
    Request via Email Request via Email   N/A
    1-2 Numbers

    (From Composition)
    Hoover: Late October

    IKE: TBD
    Composing is a skill that all musicians use to express their ideas. Like grammar in writing, there are rules to follow when expressing music in written form.  Filling beats correctly, tracking from right to left, one to one identification, iconic representations of sound, and more go into making written music work.  Then there is the composition process as well.  Lot's of variables for little ones to understand and apply.

    This use of familiar things (numbers 1 and 2) give us a way to start exploring the process before getting to larger musical content. 

    You child will perform the individually composed work guided by a form (expressed in letters).  The numbers will be read with a steady pulse (beat) without stopping from line to line.
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    Walk/Jogging

    (Rhythmic Composition)

    Hoover: Early November

    IKE: TBD
     As you saw in the 1 and 2 number composition, the use of symbols is one way we represent information and sounds. 

    This composition will use "walk" (one dot/sound) and "Jogging" (two dots/sounds) to prepare us for rhythm.

    As in the previous composition form (As/Bs/Cs) label how our work is organized. It will be a part of all compositions.

    Each piece of previous learning informs the new ones adding to the ever expanding understanding of the musical language.
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    Quarter/2-Eighths

    (Rhythmic Composition)

    Hoover: Mid December

    IKE: TBD

    Hopefully you have seen the progress from 1-2 numbers, to dotting, to now standard notation. 

    The more students can compare and contrast new learning to previously understood information or experience the more complete the new understanding becomes.

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    Quarter/2-Eighths/Rest

    (Rhythmic Composition)

    Hoover: Mid January

    IKE: TBD
     The addition of a silent "beat" feels like a momentary rest in time expressed through silence. That space is equivalent to a quarter note, therefore it is called a quarter rest. Request via Email Request via Email Request via Email
    High/Low(R)

    (Melodic Composition)
    Hoover: On Conference Night (or just after)

    IKE: TBD
    Rhythms are fasts and slows of notes that can also become highs and lows called pitch.  This composition shows the rhythms in "high" spots or "low" spots prompting the voice to sing a melody.  The beginning high-low interval is a minor 3rd (m3). Request via Email Request via Email Request via Email
    High/Low(S)

    (Melodic Composition)
    Hoover: Early April
     
    IKE: TBD
    This composition mirrors the previous one, but now the note heads (the round circle that denoted the pitch) are bisected by a staff line. Request via Email Request via Email Request via Email
    Here We Sit

    (Melodic Transcription)
    Hoover: Early May

    IKE: TBD
    A transcription is the notation of prescribed sounds.  This song was learned before we could read notes, and now we have uncovered the specific intervals. Label them Sol and Mi, and have placed them on the staff. Request via Email Request via Email Request via Email
    Sol-Mi

    (Melodic Composition)
    Hoover: Late May

    IKE: TBD
    Now that students are more tunefully singing the high-low interval we can name them with specific pitch identifications.  This interval is labeled Sol (high) and Mi (low). Request via Email Request via Email Request via Email