SPECIFIC AGE-APPROPRIATE CLASS CURRICULA

RED ROOM (Kindergarten):

General Objectives:
Students are introduced to music and, at the completion of each Unit, will be able to discuss it as:

• a concept;
• a part of the human experience;
• a form of emotional expression, through body movement, singing, and composition;
• a means for group participation and interaction, by playing instruments and singing in two-three-and-four-part harmonies;
• a way of learning about physics (sound), anatomy/physiology (hearing, speaking, singing), mathematics (addition, fractions), and social skills (group activities); and,
• being a language all its own – reading and writing music.

All of these objectives are presented at an age-appropriate level and within six basic units (not necessarily covered in exact sequence, i.e., topics are "mixed-and-matched" as the school year moves along):

• What is sound? (Various experimental demonstrations);
• Sound is vibrations that we can hear (and even feel);
• Identify sounds we commonly hear (including listening to the heart beat through a sphygmomanometer);
• Create different kinds of sound;
• The difference between organized sounds (like speaking and music) and disorganized sound (like noise);
• Various games played to illustrate making sound and hearing it;
• Introduction to the concept of combining two or more sounds that might sound "nice" (consonance) or "not so nice" ("irritating sounds," dissonance) – musical harmony;
• Introduction to the concepts of "high sounds" and "low sounds" (musical pitch);
• Introduction to the musical alphabet: ABCDEFG;
• Introduction to the concepts of loud sounds (with examples) and soft sounds (with examples) – musical dynamics;
• Introduction to the concept of sound quality, with examples (father's voice, mother's voice, violin, piano, etc.; musical timbre);
• Introduction to the idea of "connecting sounds" to create melodies;
• Introduction to the concept of rhythm by various "beating" games and body movements.
• "Seeing" sound ... speaking into a microphone and watching the voice displayed on an oscilloscope screen – which leads into a discussion of how we hear sound.

• Anatomy of the human ear (like a microphone);
• The Auditory Nerve (like the microphone cable);
• The Physiology of hearing (like the oscilloscope; information-processing by the brain);
• Are You Listening? (proper concert manners; what to listen for; listening, as opposed to hearing; vocal matching of pitches sung or played; clapping back rhythms after listening to them; a musical version of the game "Simon Says," etc.);
• Listening for rhythmic patterns, melodic lines, sound quality, sound consonance/dissonance, loudness/softness, style, etc. – which leads into a discussion of the elements of music.

• Rhythm ... including Dalcroze Eurythmics, free-associating to various musical selections; "marching" rhythms; "skipping" rhythms; "walking" rhythms, etc.; identifying metronome settings; the three "P's": Pulse ... Pace ... Pattern; the time-signature;
• Melody ... including three more "P's": Pitch ... Phrase ... Profile (musical landscape);
• Harmony ... introduction to the concepts of intervals and chords; multi-part singing (especially in Rounds) ... review of consonance and dissonance; key signatures;
• Dynamics ... how loud? How soft? How gradual (crescendo, decrescendo, etc.);
• Timbre (sound quality reviewed);
• Form ("Classical" music; dance music; jazz; blue grass, etc.)
• The concept of musical scales and introduction to major and minor scales. Discussion of the elements of music leads directly into the topic of writing music.

• Notes; Notation ... whole notes; half-notes; quarter-notes; etc.
• Review of the musical alphabet: ABCDEFG ... ABCDEFG ... ABCDEFG ...
• The musical staff ... clef signs; register; etc.
• Time signatures ... 4/4; 3/4; 6/8, etc.
• Key signatures ... sharps, flats, etc.
• Bar lines, measures, phrases;
• Tempo ("pace") markings ... allegro, presto, largo, adante, etc.
• Dynamic markings ... f, ff, fff, p, pp, ppp, cresc., decresc., etc.
• Expression/Improvisation workshops and experiences, culminating in an annual class composition!

• The Human Voice;
• The Percussion Family of Rhythm Instruments (students get to make and play these);
• The String Family of Instruments ("rubber band" vibrating strings);
• The two "Wind" Families of Instruments: Reed/Woodwind and Brass ("balloon" blowers; kazoos, etc.);
• Musical Groups: Orchestras/Symphonic Bands/Marching Bands/Various Ensembles/Choruses/Choirs ... etc.
• The role of the conductor, and rudimentary conducting techniques;
• The composer – which also leads us into a discussion of Unit VI:

• The "Composer of the Month"
• The "Style of the Month"
• Earliest forms of music;
• Renaissance music for Kings and Queens;
• Baroque music: Bach and Handel;
• "Classical" Music ... Mozart, Beethoven and Haydn;
• "Romantic" Music and its famous composers;
• Broadway Musicals;
• "Modern" Music;
• Jazz ... Hip Hop ... Country-Western ... Blue Grass, etc.;
• Polkas ... Waltzes ... "Riverdance" ... Bob Fosse ... Jerome Robbins ... choreography, etc.

ONGOING UNIT THROUGHOUT THE ACADEMIC YEAR:
Lots of singing, body movement, hands-on experiential projects, and group activities.

ORANGE/YELLOW/GREEN ROOM (1st, 2nd, and 3rd grades):

Course Summary:
Structured to be age-and-level-specific, this program is organized into six basic units, nominally covered in sequence, but with significant overlap and cross-coverage. The units include:

• The Physics of Sound;
• The Production of Sound by different instruments;
• The Perception of Sound: Anatomy and Physiology of the Human Auditory System;
• The Elements of Music;
• The Syntax of Music: Writing music;
• The History of Music

Within the context of these units, students:

• Perform a series of age-appropriate, "hands-on" experiments to demonstrate both the production and transmission of sound vibrations;
• Make a variety of their own percussion, string, and wind instruments using simple household materials;
• Develop an understanding of the elements of music using:
• Exercises designed to develop skills related to the pulse, pace and pattern of musical rhythms (Time Signatures);
• Exercises designed to develop skills related to the register (clef-sign), pitch (line/space notes and ledger lines), profile (note-sequencing), and prosody (tonal inflections) of melodic lines, including pitch perception and singing;
• Complete in-class and homework assignments designed to develop skills related to the construction of all of the Major musical scales based on the "Cycle-of-Fifths" and the corresponding interval-patterns involved (Key Signatures);
• Take part in exercises and demonstrations designed to develop skills related to the dynamics (loudness intensity) of musical sounds;
• Take part in exercises designed to develop skills related to harmony and polyphonic music, which includes class singing in rounds. This also stresses focus, concentration and coordination;
• Take part in exercises that develop skills related to the quality of sound – Timbre -- as manifest by specific sound-wave shapes and patterns. This includes students being able to "see" their own voice patterns as displayed on an oscilloscope display;
• Take part in exercises designed to develop skills related to musical form. This entire unit culminates in the class composing an original piece of music, which promotes creativity, emotional expression, and improvisation.
• Explore various styles and forms of music by listening to the music of a variety of different composers, representing various periods in music history;
• Develop skills related to hearing music ("Are you listening?" unit). This includes discussions of the symphony orchestra (including its four basic instrumental groupings), the symphonic band, and vocal choruses, with both CD and Video Tape demonstrations of each;
• Apply principles of music theory to the creative writing process of composing an original piece of music;
• Develop creative skills of self-expression and improvisation.

BLUE ROOM (4th and 5th grades):

General Objectives:
Upon completion of each of the Units itemized below, students will be able to:

• Identify notes on the musical staff and count basic notes and rests in preparation for the recorder curriculum;
• Play and perform on the recorder, reading music on the staff;
• Identify and explain the influence that famous composers had/have on the historical development of music in the human experience;
• Identify and analyze different forms in music;
• Identify instruments in the string, wind, and percussion families, including the basic theory upon which their design is based; and,
• Improvise and compose original pieces of music.

To accomplish the above objectives, the curriculum is divided into Trimesters (approximately 12 weeks each), during which the following topics are covered, with some "mixing-and-matching" as appropriate:

Topics covered in the first trimester:

• Reading music:
• The musical staff; 5 lines; 4 spaces;
• Clef signs: Treble; Bass; Alto; Tenor; others;
• Registers; Octave ranges of the human voice and orchestral instruments;
• Identifying and writing notes; note values, especially whole notes, half-notes, quarter-notes, eighths, and sixteenths;
• Time signatures and Metronome markings;
• Key signatures; Major and minor scales;
• Rests and rest values;
• Measures and bar lines;
• Dynamic markings;
• Dotted Rhythms;
• Slurs and Ties;
• Crescendos and Decrescendos;
• Musical intervals; introduction to harmony;
• Phrases and phrasing;
• Various musical forms.
• Introduction to the Recorder (the Mel Bay book, "Fun With The Recorder," by Franz Zeidler); Lessons 1-5.
• Music Appreciation:
• "Composer of the Month," highlighting one or two composers whose birthday it is in the corresponding month, emphasizing their significant contributions to music;
• What to listen for in music, highlighting musical styles of the:
• Earliest periods of music (up to 450 A.D.);
• Middle Ages (450-1450);
• Renaissance (1450-1600); and
• Baroque (1600-1750) Periods.
• The emotion of music: listening for pleasure; listening for content; entraining the elements of music.

Topics covered in the second trimester:

• Different media for creating and playing music:
• The human voice;
• Musical Instruments:
• String Instruments, especially violin, viola, cello and double bass ... but also ... guitar, harp, piano, etc.
• Woodwind Instruments, especially flute, oboe, clarinet and bassoon ... but also ... English horn, saxophone, piccolo ... and ... of course ... recorder!
• Brass Instruments, especially, trumpet, trombone, French Horn and Tuba ... but also ... Sousaphone, cornet, euphonium, etc.
• Percussion Instruments, especially, tympani ("kettle drums"), snare drums, triangle and cymbals ... but also ... glockenspiel, vibraphone, xylophone, marimba, celesta, chimes, bass drum, tambourine, gong (tam-tam) ... and a host of others!
• Keyboard and Electronic Instruments;
• "Home made," ad-hoc instruments.
• Continuation of Recorder practice; Mel Bay's book, Lessons 6-10;
• Continuation of Music Appreciation Unit:
• Continuation of "Composer of the Month" for the months involved in this second trimester;
• Continuation of "What to listen for in Music," with particular attention to the musical styles of the:
• Classical Period (1750-1820);
• Romantic Period (1820-1900);
• Modern Period (1900-1950); and,
• Contemporary Period (1950-current).

Topics covered in the third trimester:

• The emphasis is now on practicing the Recorder in preparation for the year-end musical performance ... emphasizing specific musical selections that will be performed and performance techniques:
• Dress codes for musical performances;
• Choosing a program;
• The role of the conductor in larger musical ensembles;
• Basic conducting techniques;
• Proper stage presence;
• What happens if something goes wrong?
• Proper audience protocol;
• Acknowledging audience applause and recognition;
• Entering and leaving the stage
• Music Theory covered in earlier units now culminates with:
• Some basic principles of Improvisation; and ...
• Composing an annual "Class Piece," to be premiered at the closing school Arts Festival.
• Music Appreciation unit now addresses musical styles such as:
• Jazz;
• Folk;
• Country-Western;
• Blue Grass;
• Hip-Hop;
• Big Band;
• Rock and Roll;
• "Hard Rock," ... and others.

MIDDLE SCHOOL (6th, 7th, and 8th grades):

The middle school music curriculum is divided into trimesters, 12 sessions each, as follows:

• Fall: 12 sessions in August to November
• Winter: 12 sessions in November to February
• Spring: 12 sessions in February to May
• Note: The final session in May will be an "all-school" dress rehearsal for the Annual Arts Festival.

Fall and Winter 12-session trimesters are sub-divided into two 6-week units as follows:

Fall:

• 6th grade:
• 6 weeks: physics of sound; anatomy and physiology of hearing
• 6 weeks music theory, including elements of music; syntax; and writing music
• 7th and 8th grades:
• 6 weeks: Music history, including composer awareness and musical examples
• 6 weeks: What to listen for in music; exposure to various musical instruments; recorder practice

Winter:

• 6th grade now pursues previous 7th and 8th grade units
• 7th and 8th grades now pursue previous 6th grade units; in other words, the classes simply switch places

Spring: (all twelve weeks; combined 6th, 7th, and 8th grades)

• Performance options; preparation for Arts Festival
• Individual class compositions

Specific Learning Objectives:

• Physics of Sound: Upon completion of this unit, students will be able to define and give examples of wave motion:
• Vibrations, including both:
• the physics -- generation of oscillating particle motion; motion through a medium such as air; the effects of pressure, density, elasticity, temperature, longitudinal (sound) vs. shear (electromagnetic) waves, etc., and
• mathematical description of vibrations -- frequency of vibration, wave amplitude, wave length, wave speed, energy, power, intensity, phase relationships, interference patterns, etc.
• Specifically, wave motion and acoustic energy in the audible range of hearing
• Anatomy and Physiology of Hearing: Upon completion of this unit, students will be able to define and give examples of the hearing apparatus in the human body:
• The anatomy of the human ear;
• The physiology of hearing;
• Cerebral information-processing of auditory inputs.
• Elements of Music: Upon completion of this unit, students will be able to define and give examples of:
• Rhythm (pulse; pace; patterns);
• Melody, including pitch (fundamental frequency)
• Harmony (consonance, dissonance, chords);
• Timbre (sound quality; harmonics; overtone series);
• Dynamics (decibel level; loudness; softness of sound);
• Form.
• Musical Syntax, notation, writing music: Upon completion of this unit, students will be able to read and write music using:
• The musical staff;
• Clef signs (register; treble; bass; etc.);
• Note values (whole notes, half notes, etc.);
• Key signatures (major and minor scales);
• Time signatures (metronome settings; qualitative speed indications – allegro, largo, presto);
• Dynamics and dynamic markings (forte, piano, etc.).
• Music History: Upon completion of this unit, students will be able to identify music and composers from various periods:
• Ancient, including notation in the earliest times;
• Gregorian chants and music of the church;
• Medieval and polyphonic music;
• Renaissance;
• Baroque and Rococo; music of kings and queens;
• Classical;
• Romantic;
• Modern and the rise of nationalism;
• Contemporary, 20th century;
• Different musical styles: country-western; jazz; Western European; Eastern; etc.
• Music Listening: Upon completion of this unit, students will be able to identify various classes of musical instruments, including:
• Percussion;
• Strings;
• Woodwind;
• Brass.
• They will also have been exposed to basic principles concerning how to listen to music, critical listening and listening for content. They will have:
• Developed a sensitivity to the aesthetic qualities of music, performed or heard;
• Developed an enjoyment and satisfaction in creating original musical ideas;
• Developed an appreciation for larger musical forms;
• Developed an enjoyment of supporting musical ideas through various types of harmonization and orchestration;
• Developed an appreciation for music from time periods other than one's own;
• Developed an appreciation for instrumentation other than that used in contemporary popular music;
• Learned to value music as a means of expressing a variety of feelings;
• Learned to value music performed in an emotional way;
• Learned to demonstrate a sensitivity to the aesthetic qualities of music performed or heard.
• Music Performing: Having gained some technical skill on the recorder (or other instruments they may be studying on their own) students completing this unit will be able to:
• Read music;
• Perform with correct posture, breath control and hand position;
• Perform appropriately with other students as part of large and small ensembles;
• Follow and correctly interpret conducting gestures;
• Learn how to work in groups to achieve a common purpose;
• Perform in public, in front of an audience;
• Describe criteria for evaluating musical performance.
• Musical Composition:
• This phase of the music curriculum is application-oriented, integrating all aspects of the above objectives in order to create an original piece of music. Students are encouraged to be creative, expressive, improvisational, and ... sensible!