Music (K-5)

  • The goal of the music department is to foster instruction for singing, playing instruments, moving to, and creating music that enables children to acquire skills and knowledge that can be developed in no other way. 

    All students participating in full-day kindergarten through fifth grade will participate in music education.

    The Illinois State Board of Education has adopted the Illinois Fine Arts Learning Standards. These standards are intended to reflect best practices and address the curricular areas of visual arts, music, theater, dance, and media arts. For more information about the Illinois Fine Arts Learning Standards visit: 

    www.isbe.net/Pages/Fine-Arts.aspx

  • Music Curriculum 

    Kindergarten: 

    • Rhythm
      • Students will explore sounds with beat and no beat
      • Students will echo and demonstrate a steady beat
      • Students will demonstrate sound and no-sound on the steady beat
    • Melody
      • Students will sing alone and/or with others
      • Students will sing melodies with high, middle and low tones
    • Form
      • Students will recognize patterns in music examples
      • Students will be able to identify same/different form
      • Students will recognize and demonstrate echoing
    • Texture/Harmony
      • Students will be able to identify solo vs. group
      • Students will be able to identify one sound vs. many sounds
      • Students will be able to identify accompaniment vs. no accompaniment
    • Expressive Qualities
      • Students will learn about sensory elements using opposite terms
      • Students will listen to songs with a variety of moods
      • Students will be able to identify sensory elements such as fast/slow, loud/soft, and long/short
    • Movement
      • Students will create and perform a variety of movements that are gross motor in nature
    • Tone Color
      • Students will perform and listen to songs with a variety of musical instruments and voices singing

    First Grade:

    • Rhythm/Meter/Dictation
      • Students will learn beginning rhythms and patterns through singing, chanting, playing, and creating with a focus on steady beat vs. rhythm
      • Students will be able to create, dictate and perform basic rhythm patterns in a four-beat time signature using the quarter note, quarter rest, and paired eighth notes
    • Melody
      • Students will explore musical syllables (solfege) "sol" and "mi"
      • Students will sing and play instruments with upward and downward melodic movement and higher and lower tones
      • Students will be able to aurally and visually identify the direction of a melodic pattern
    • Form
      • Students will sign, play, chant and move to songs with same/different form and call-and-response form
      • Students will be able to identify same/different form and call-and-response form
    • Harmony
      • Students will perform and listen to songs with a variety of musical accompaniments
      • Students will be able to distinguish between accompaniment and no accompaniment in a given piece of music
    • Expressive Qualities
      • Students will learn about sensory elements using opposite terms
      • Students will listen to songs with a variety of moods
      • Students will be able to identify sensory elements such as fast/slow, loud/soft, high/low, and long/short
      • Students will be able to use appropriate terminology when identifying the mood of a piece of music
    • Movement
      • Students will create and perform a variety of movements that are gross motor in nature
      • Students will dramatize stories, songs, and chants
    • Tone Color
      • Students will perform and listen to songs with a variety of musical instruments and voices singing
      • Students will be able to aurally and visually distinguish between different classroom instruments
      • Students will be able to aurally distinguish between solo and group singing
    • Cultural/Historical
      • Students will perform and listen to instrumental and vocal selections from various cultures and historical times
      • Students will be able to understand the historical and cultural significance of a variety of music

    Second Grade: 

    • Rhythm/Meter/Dictation
      • Students will learn basic rhythm patterns through creating and performing
      • Students will be able to create, dictate and perform rhythm patterns in a four-beat time signature using the quarter note, quarter rest, paired eighth notes, half note, and half rest
    • Melody
      • Students will explore musical syllables (solfege) "sol," "mi," and "la."
      • Students will sing melodies that are higher or lower, relative to a known pitch
      • Students will be able to recognize note placement on the staff
    • Form
      • Students will be able to organize music into specific patterns, including repeated phrases, AB form, and songs with multiple endings 
      • Students will analyze musical form and recognize learned forms in a variety of music
    • Harmony
      • Students will create harmony through repeated spoken and rhythmic phrases called ostinati
    • Expressive Qualities
      • Students will hear and create music with a variety of gradual changes
    • Movement
      • Students will create and perform dances that are gross motor in nature and connect to other areas of music curriculum
    • Tone Color
      • Students will create and listen to music with a variety of different timbres and materials
      • Students will understand common traits of the instruments in each family of the orchestra, as well as identify each family by sound
    • Cultural/Historical
      • Students will understand the importance of patriotic music and be able to recognize patriotic music by sound qualities and descriptive lyrics
      • Students will gain knowledge of common characteristics of patriotic music as well as appropriate audience participation during a patriotic performance
      • Students will gain exposure to musical characteristics of four world cultures:  Asian, Hispanic, Native American, and African
      • Students will be able to identify elements of music from other cultures and historical times

    Third Grade:

    • Rhythm/Meter/Dictation
      • Students will read, perform, dictate, and compose rhythm patterns in a four-beat time signature using the quarter note, quarter rest, paired eighth notes, half note, half rest, dotted half note, whole note and whole rest.
      • Students will sing and play instruments in duple and triple meter
    • Melody
      • Students will explore musical syllables (solfege) "sol," "mi," "la," "do," and "re."
      • Students will be able to visually and aurally identify steps, leaps, and repeated notes in a melody
      • Students will be able to recognize note placement on their staff
    • Form
      • Students will perform and listen to songs to increase their knowledge of introduction, code, D.C., al fine, call and response, AB, ABA, and rondo forms
      • Students will be able to visually analyze form and patterns in music
    • Harmony
      • Students will sing and play partner songs and two-part ostinati
    • Expressive Qualities
      • Students will learn dynamic terms to help convey description of music
    • Tone Color
      • Students will be able to visually identify instruments of the orchestra
    • Cultural/Historical
      • Students will sing and learn about African American Spirituals
      • Students will be able to describe the historical setting and musical characteristics of African American Spirituals
    • Notation/Symbols
      • Students will read and perform songs to learn symbols including treble/bass clef, repeat sign, staff, bar lines, and dynamic markings

    Fourth Grade:

    • Rhythm/Meter/Dictation
      • Students will read, perform, dictate, and compose rhythm patterns in a four-beat time signature using the quarter note, quarter rest, paired eighth notes, half note, half rest, dotted half note, whole note, whole rest, triplet, and syncope
      • Students will explore more challenging rhythms; use standard symbols to notate meter and rhythm and apply this knowledge to choral and instrumental reading
      • Students will echo and read short rhythm and melodic patterns in varied meter signatures
      • Students will improvise simple rhythmic ostinati accompaniments
      • Students will use and apply triplet and syncope rhythms
    • Melody
      • Students will explore all of the musical syllables (solfege) and add absolute pitch names in the treble clef
      • Students will read simple pitch notation in the treble clef in major keys
      • Students will perform accurately and independently on appropriate classroom instruments, including soprano recorder
    • Form
      • Students will sing and play instruments to songs that will give them a better understanding of Verse/Refrain, Solo/Chorus, Ballad, AB, and ABA form
      • Students will sign and chant independently and in groups using expression in partner songs and rounds
    • Harmony
      • Students will sing songs in two-part harmony, songs with a counter melody, three-part canons, and songs with four-part ostinato
      • Students will perform independent instrumental parts while other students sing or play contrasting parts
    • Expressive Qualities
      • Students will sing and play songs expressively with dynamics, phrasing, and interpretation
      • Students will learn to compare songs using appropriate terminology
    • Tone Color
      • Students will learn appropriate terminology in explaining music notation, musical instruments, and voices in musical performances
      • Students will learn to aurally identify orchestra and band instruments
      • Students will learn to identify children's singing voices, as well as male and female adult singing voices and ranges
    • Cultural/Historical
      • Students will identify listening selections from various historical periods and cultures by style and genre
      • Students will gain an understanding of the relationships between music and other arts
      • Students will be able to identify various cultural/historical styles of music such as ballads and sea shanties
    • Notation/Symbols
      • Students will identify musical symbols and traditional musical terms

    Fifth Grade: 

    • Rhythm/Meter/Dictation
      • Students will explore more challenging rhythms and develop a working understanding of rhythmic principles as applied to choral and instrumental reading
      • Students will read, perform, dictate, and compose rhythms in 2/4, 3/4, and 4/4 time signatures using the quarter note, quarter rest, paired eighth notes, half note, half rest, dotted half note, whole note, whole rest, triplet, syncope, and sixteenth notes
      • Students will sing and play instruments in 2/4, 3/4, 4/4, and 6/8 time signatures
    • Melody
      • Students will continue to explore all of the musical syllables (solfege) and absolute pitches middle C to high A
      • Students will examine and exhibit melodic qualities from a variety of sources including singing and exploration of instrumental works
      • Students will be able to recognize note placement on the staff and apply absolute pitch
    • Form
      • Students will determine the form of a piece of music by use of listening maps, movement, and/or charting
      • Students will be able to map out an orchestral work and determine its formal components
      • Students will be able to distinguish theme and variation in a given work
    • Harmony
      • Students will sing and play instruments to songs and patterns using canons, ostinati, countermelodies, and standard harmonies
      • Students will be able to sing or play instruments in four-part ostinati or canon
    • Expressive Qualities
      • Students will explore different forms of musical expression encompassing diverse styles
      • Students will compose and create their own melodies, rhythms, and lyrics
      • Students will study expression through listening exercises
    • Movement
      • Students will practice fine motor skills through movement to music and rhythmic patterns
    • Tone Color
      • Students will review instrumental, vocal, and environmental sounds
      • Students will be able to identify the appropriate instruments within a given instrument family
    • Cultural/Historical
      • Students will study a realm of different cultures, time periods, and applications of music through listening examples, videos, and literature
      • Students will be able to show an appreciation for different styles and genres of music
      • Students will create their own commercials, using jingles, in a small group setting
      • Students will study how the arts and the environment work together in our society, i.e., how music is used in commercial applications
      • Students will study the American Railroad and how its music is important to us historically
    • Notation/Symbols
      • Students will be able to show recognition of music symbols
      • Students will be able to identify the letter names of the notes on the treble staff and apply this knowledge of absolute pitch to playing or singing written music

     

  • Fourth and Fifth Grade Honor Choir:

    Honor Choir is an extra-curricular performing group offered at the elementary level.  Honor Choir is a volunteer group and is open to all interested fourth and fifth grade students.  Honor Choir meets once per week before school.  Honor Choir may meet during the spring semester, or throughout the year, at the discretion of the director.