Welcome to Music Class! Mrs. Sandor

SINGING In ALL Grades, Students will: Sing alone and with others, a varied repertoire of music. Sing simple songs (e.g. folk, patriotic, nursery rhymes, rounds, and singing games) with appropriate tone, pitch, and rhythm, with and without accompaniment. Sing a culturally diverse repertoire of songs (some from memory) with appropriate tone, pitch, and rhythm. Keep a steady beat. In Grades 3 – 5, students will: Use appropriate expressive and stylistic devices (e.g., dynamics, tone quality, phrasing, articulation, and interpretation). Blend vocal timbres, matches dynamic levels, and responds to the cues of a conductor when singing as a part of a group.

PERFORMING ON INSTRUMENTS In ALL Grades, Students will: Perform on instruments, alone and with others, a varied repertoire of music. Perform independently simple patterns and melodies on rhythmic & melodic classroom instruments (e.g., percussion instruments and barred instruments) and maintain a steady tempo. Perform expressively with appropriate dynamics and tempos on classroom and ethnic instruments. In Grades 3 – 5, students will: Independently perform melodies and patterns with various rhythmic, melodic, and harmonic classroom instruments (e.g., recorders, keyboards, barred instruments, and autoharps), with appropriate instrumental techniques. Perform a variety of music genres and styles expressively on classroom and ethnic instruments (e.g., pop, folk, Caribbean, Polynesian, and classical). Perform on classroom instruments (independently and in groups) and responds to tempo, balance, and blend cues of a conductor. Perform simple music phrases by ear. http://www.wellroundedkids.com/articles/cognitive/2004/08/music.htm

MOVEMENT ALL Students will: Create simple movements to demonstrate an element of music identified: beat, tempo, dynamics, etc. Learn simple dances or movements that correspond to music in classroom. Grades 3 – 5, Students Will: Compose short songs and instrumental pieces within specified guidelines and with a variety of traditional and nontraditional sound sources (e.g., voices, instruments, drum machine, paper tearing, foot tapping, and finger snapping) to express an idea or feeling. Understand how composed music communicates text, ideas, meanings, and emotion. Understand the roles that regions, events, and historical contexts have in generating various types of music (e.g., Appalachian, Zydeco, and Salsa). Know representative composers and well known musicians (e.g., Sousa, Foster, Copland, and Louis Armstrong) who influenced various types of American music.

COMPOSING ALL Students will: Compose and arrange music within specified guidelines. Create simple accompaniments with classroom instruments. Grades 3 – 5, Students Will: Compose short songs and instrumental pieces within specified guidelines and with a variety of traditional and nontraditional sound sources (e.g., voices, instruments, drum machine, paper tearing, foot tapping, and finger snapping) to express an idea or feeling. Understand how composed music communicates text, ideas, meanings, and emotion. Understand the roles that regions, events, and historical contexts have in generating various types of music. Know representative composers and well known musicians (e.g., Sousa, Foster, Copland, and Louis Armstrong) who influenced various types of American music.

READING & NOTATING MUSIC ALL students will: Read simple rhythmic and melodic notation, using traditional and nontraditional symbols. Demonstrate pitch direction by using visual representation (e.g., steps and line drawings). Write notation for simple melodic patterns that have been performed by someone else. Grades 3 – 5, students will: Sight read simple melodies from standard notation on the treble clef; 2/4, 3/4 meters; various major keys. Accurately interpret music symbols and terms for dynamics, tempos, articulation, & expression when performing.

LISTENING & DESCRIBING Listening to, Analyzing, and Describing music: ALL STUDENTS will: Respond to selected characteristics of music (e.g., the melodic phrase is the same or different, the tempo is fast or slow, and the volume is loud or soft) through appropriate movement. Identify, upon hearing, familiar instruments and voice types (e.g., trumpet, piano, child, or adult). Know a simple music vocabulary (e.g., fast, slow, loud, and soft) to describe what is heard in a variety of music styles. Understand how music can communicate ideas suggesting events, feelings, moods, or images. Grades 3 – 5, Students will: Know how to analyze simple songs in regard to rhythm, melodic movement, and basic forms (e.g., ABA, verse, and refrain). Identify instruments and their "families" (e.g., violin as a string instrument; flute as a woodwind) and performance groups (e.g., band, chorus, or string quartet). Use perceptual skills and appropriate terminology to describe aural examples of diverse music.

PERFORMING Concerts Musicals In-class Ensembles Plays Music is a Performance Art! All Grades/Classes will be involved in PERFORMING at: Whole School Events (Drug Free Week, Mixed up Lunch Day, etc.) Concerts (4th graders do two full concerts, and appear at the Music in Our School Concert; Kindergarteners perform at a concert in June.) Musicals (Kindergarten & 2nd Grade) In-class ensembles (percussion, Orff instruments, small choral groups) Whole School Events

EVALUATING ALL STUDENTS will: Identify simple criteria for the evaluation of performances and compositions. Know how to offer simple, constructive suggestions for the improvement of his or her own and others' performances. Grades 3 – 5, Students will: Know how to devise simple criteria to evaluate performances and compositions. Use specific criteria to identify strengths and weaknesses and to make suggestions for changes in his or her own and in others' performances.

Music, Art, and other areas RELATIONSHIPS: Music, Art, and other areas ALL STUDENTS WILL: Understanding relationships between music, the other arts, and disciplines outside the arts. Understand music in relation to history and culture. And students will be given many opportunities for cross-curriculum lessons that incorporate other core subject areas.

ASSESSMENT 1 2 3 4 ALL STUDENTS: Will understand how they will be assessed for each area of music. This assessment chart is a simple chart that I incorporate into lessons about Recorders, likening successful playing of the instrument to successful bubble blowing (as the principles for blowing successful bubbles is similar to that of producing a pleasing, correct sound on the pre-recorder or recorder. 3 4

PROCEDURES I guarantee students that if we work together and follow procedures, that they will succeed. My mission is to get them to succeed. All we need to do is follow some established procedures. What is the procedure to open a lock? 3 right, 25 left, 5 right. If you follow the right procedure, will the lock open? [WFA] If you don’t, will it open? [WFA] Discuss specific procedures for day to day activities such as: moving from their chairs to the circle in the floor; Listening Face – when to talk and when NOT to talk, raising hand, returning to seat, handing out books/returning books; handing out papers; handing out instruments/returning instruments.