Scroll down for a list of assignments
This year, grade one, students will have 18 hours of general music instruction, which is the equivalent of about 3 days of school time. This is 50% of the time allotted to all-day-everyday students in all other grades. 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. Out major focus is loud, soft, high, low, fast, and slowRhythmic understandings (fast and slow) will include preparing understandings for quarter notes (), two eighth notes ( ), and quarter rests ( ) guided by the natural experience of the movements of walk ( ), jogging (), and pause ( ).Melodically understanding will include preparing the minor third (m3) interval labeled high and low though song literature and vocal exploration. Calling, Speaking, Singing, and Whispering voice qualities will be explored.
Title Due Date Description Blank
Finished Example Sound Example Rhythmic Poems
Hoover: Mid February
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
Hoover: Late March
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.
Request via Email Request via Email Request via Email Walk/Jogging
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.
Request via Email Request via Email Request via Email