EC - 6 Music
Music from Civil War Era
"Amazing Grace", "The Battle Hymn of the Republic", "Old Black Joe"/ evoke feelings of loss, fear, hope, patriotism, and religious fervor
2nd Grade Critical Evaluation and Response
(A) begin to practice appropriate audience behavior during live or recorded performances; (B) recognize known rhythmic and melodic elements in simple aural examples using known terminology (C) distinguish between rhythms, higher/lower pitches, louder/softer dynamics, faster/slower tempos, and simple patterns in musical performances (D) respond verbally or through movement to short musical examples.
Kinder Critical evaluation and response
(A) identify and demonstrate appropriate audience behavior during live or recorded performances (B) identify steady beat in musical performances (C) compare same/different in beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances.
First Grade Critical Evaluation and Response
(A) identify and demonstrate appropriate audience behavior during live or recorded performances; (B) recognize known rhythmic and melodic elements in simple aural examples using known terminology; (C) distinguish same/different between beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances; and (D) respond verbally or through movement to short musical examples.
2nd Grade Musical Literacy
(A) identify choral voices, including unison versus ensemble (B) identify instruments visually and aurally (C) use known music terminology to explain musical examples of tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo (D) identify and label simple small forms such as aaba and abac. (A) read, write, and reproduce rhythmic patterns using standard notation in 2/4 meter, including half note/half rest (B) read, write, and reproduce pentatonic melodic patterns using standard staff notation; and (C) read, write, and reproduce basic music terminology, including allegro/largo and forte/piano.
Kinder Foundations: music literacy
(A) identify differences between the five voices: singing, speaking, inner, whispering, and calling voices (B) identify the timbre of adult and child singing voices (C) identify the timbre of instrument families (D) identify same/different in beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances; and (E) identify beat, rhythm, and simple two-tone or three-tone melodies using iconic representation.
First Grade Music Literacy
(A) read, write, and reproduce rhythmic patterns, including quarter note/paired eighth notes and quarter; and (B) read, write, and reproduce melodic patterns, including three tones from the pentatonic scale. (A) identify the known five voices and adult/children singing voices; (B) identify visually and aurally the instrument families (C) use basic music terminology in describing changes in tempo, including allegro/largo, and dynamics, including forte/piano (D) identify and label repetition and contrast in simple songs such as ab, aaba, or abac patterns.
Kinder Creative Expression
(A) sing or play classroom instruments (B) sing songs or play classroom instruments from diverse cultures and styles (C) move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement; (D) perform simple part work, including beat versus rhythm (E) perform music using louder/softer and faster/slower.
2nd Grade Historical and Cultural Relevance
(A) sing songs and play musical games, including patriotic, folk, and seasonal music; (B) examine short musical excerpts from various periods or times in history and diverse and local cultures (C) identify simple interdisciplinary concepts relating to music.
Kinder Historical and cultural relevance
(A) sing songs and play musical games, including rhymes, folk music, and seasonal music (B) identify simple interdisciplinary concepts related to music.
First Grade Historical and Cultural Relevance
(A) sing songs and play musical games, including rhymes, patriotic events, folk music, and seasonal music; (B) identify steady beat in short musical excerpts from various periods or times in history and diverse cultures; and (C) identify simple interdisciplinary concepts relating to music.
First Grade Creative Expression
(A) sing tunefully or play classroom instruments, including rhythmic and melodic patterns (B) sing songs or play classroom instruments from diverse cultures and styles (C) move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement; (D) perform simple part work, including beat versus rhythm, rhythmic ostinato, and vocal exploration (E) perform music using tempo, including allegro/largo, and dynamics, including forte/piano./(A) create short, rhythmic patterns using known rhythms(B) create short, melodic patterns using known pitches; and (C) explore new musical ideas using singing voice and classroom instruments.
2nd Grade Creative Expression
(A) sing tunefully or play classroom instruments, including rhythmic and melodic patterns (B) sing songs or play classroom instruments from diverse cultures and styles (C) move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement (D) perform simple part work, including rhythmic ostinato, and vocal exploration such as singing, speaking, and chanting (E) perform music using tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo. (A) create rhythmic phrases using known rhythms (B) create melodic phrases using known pitches (C) explore new musical ideas in phrases using singing voice and classroom instruments.
Pentatonic scale
5 notes per octave
Theme and variation
A A1 A2 A3 A4
Letters in musical alphabet
A-G
Binary
AB
Ternary
ABA, a form consisting of three sections, the third section normally either a literal or a varied repeat of the first, provides one of the familiar shapes in Western music, can be found in music from the Middle Ages (antiphon-verse-antiphon in Gregorian chant) to the present day, exemplified by the minuet and trio of the Baroque suite and the Classical symphony and sonata, as well as the da capo aria of the Baroque cantata and oratorio and 18th-century opera
Rondo
ABACA
Bass clef spaces
ACEG (All Cows Eat Grass)
K-2 singing range
D-A
3-6 singing range
D-D
Treble clef lines
EGBDF (Every Good Boy Does Fine)
Key elements of Dalcroze Method
Eurhythmics (greek for good rhythm), solfege, improvisation using instruments, movement, and voice
Treble clef spaces
FACE
Bass clef lines
GBDFA (Good Boys Do Fine Always)
lieder
German art songs based on poetry
Kinder expectations
Identify beat, rhythm, and simple two/three-tone melodies using iconic representation, sing or play classroom instruments/ identify and demonstrate audience behavior/ Identify beat in music and compare musical performances
2nd Grade expectations
Identify choral voices unison vs ensemble, instruments, Use music terms, read, write and reproduce rhythmic patterns/Begin to practice appropriate audience behavior
1st Grade expectations
Identify singing voices of adults and children, instrument families, use basic music terminology, id and label simple songs/sing in tune, play classroom instruments, perform music/sing songs and play music games, id steady beat
Jazz musicians
Louis Armstrong, Billie Holiday, Duke Ellington, Benny Goodman, Charlie Parker
1800s /American fold music
Oh! Susanna, Camptown Race, Old Folks at Home, Beautiful Dreamer
soprano
a high female voice
tenor
a high male voice soprano
Harmony
accompaniment or supportive sounds to a melody
Suzuki method (Shinichi Suzuki ) 1960s
apply the basic principles of language acquisition to the learning of music/the mother-tongue approach/ideas of parent responsibility, loving encouragement, constant repetition, etc., are some of the special features
3rd Grade expectations
categorize and explain musical sounds and instruments, use music symbols and terminology, pentatonic melodic patterns, exhibit audience etiquette
4th grade expectations
categorize and explain musical sounds, use music symbols and terminology, 2/4 4/4 and 3/4 meters and extend pentatonic patterns, describe compositions
Octave
distance between one pitch and the next pitch with the same name eight steps apart
Interval
distance between two pitches, identified by a number
5th grade expectations
distinguish musical timbres, identify and label musical forms such as ABAC, rondo, and theme and variations, evaluate compositions
Solfege
do, re, mi, fa, sol, la, ti, do
tum
dotted quarter note
Expression
dynamics and timbre
ti-ti
eighth note
syn-co-pa
eighth note, quarter note, eighth note
ti-tika
eighth note-sixteenth notes
Round
everyone sings the melody and subsequent voices enter at specific intervals
Dalcroze method (Emile Jaques-Dalcroze 1900s)
experience musical knowledge and through movement/ approach connects music, movement, mind, and body/Based on the philosophy that we are the instrument, students listen to the rhythm of a music piece and express what they hear through movement
Grave
extremely slow
Allegro
fast
intonation
flat/sharp
Meter
group of steady beats- 2s duple meter (marching or walking), 3s triple meter (waltz)
too
half note
baritone
has a range between the tenor and the bass
pitch
how high or low a note sounds
Orff Schulverk
learning by doing approach to teaching music: singing, moving, chanting, creating, improvising, playing instruments/begins with speech, body (snap, clap, patchen, stamping)
Vivace
lively
forte
loud
Mezzo forte
medium loud
Mezzo Piano
medium soft
Moderato
moderate
Allegrato
moderately quick
TEKS music basic strands (4)
music literacy, creative expression, historical and cultural relevance, critical evaluation and response
arranging music entails familiarity with
music notation, basic music theory, range of musical styles, key signatures of various instruments, transposition, harmony and abilities of students
Phrase
musical line that contains groups of pitches
Aaron Copeland
one of the best-known American composers of the twentieth century, took cowboy songs popular in the western US and incorporated them into classical compositions
Ostinato
pattern that repeats itself
Dynamic terms (4)
piano, mezzo piano, mezzo forte, forte
What do clef signs determine?
pitch level
elements of music
pitch, rhythm, dynamics, pulse, texture, tempo, timbre, tonality, harmony, duration, structure
Vital process in Kondaly (3)
preparation, presentation, and practice/ whole-part-whole approach
Beat
pulse that is felt in the music
Timbre
quality of sound that distinguishes one voice or instrument from another
ta
quarter note
Presto
quick
ragtime
result of combining of diverse cultures (European and African), features syncopated rhythms and piano
Elements of music (5)
rhythm, melody, harmony, form, expression
Comping
short for accompaniment, is the style of playing that Count Basie mastered. Often used in jazz, has a bounce, syncopation, and flexibility that allows soloists the freedom to improvise
Gordon Music Learning Theory
similar to language learning, skill learning sequence, whole/part/whole curriculum, focus on patterns, contrast, context, rhythmic movement
tika-tika
sixteenth notes
Adagio
slow - leisure pace
Piano
soft
Kondaly tools
solfege, hand signs, rhythm syllables (quarter note - ta, eight notes - ti)
range of voices is classified from high to low
soprano, alto, tenor, baritone, bass
Kondaly Method 1940s-1950s
step by step for Hungarian teachers, instill love of music to children, achieve music literacy, teach music sequentially, use folk songs, cultivate singing voice, uses solfege
Form
structure or design of the music
Melody
the "tune" or the singable part of the song
pulse
the beat of the music
cadence
the close of a phrase or section of music
tonality
the key in which a piece is written
Dynamics
the louds and softs in music
bass
the lowest male voice
harmony
the relationship between 2 or more simultaneously sounding note
Tempo
the speed of the underlying pulse
timbre
the tone of a musical note
number of pitches in a scale
twelve, each of which is a degree of the scale
2/4 meter
two beats per measure, each beat a quarter note
Partner songs
two different songs sung at the same time
Scat singing
used in jazz; it is a vocal technique, popularized by Louis Armstrong, that does not use words
Rhythm
varied lengths of sounds and silences in relation to the underlying beat
Largo
very slow
Blues
vocal and instrumental music form that came from West African spirituals, work songs, and chants
Andante
walking pace
Unpitched rhythm instruments
wood blocks, triangle, claves, drums, finger cymbals
"The Star Spangled Banner"
written during the war of 1812 by Francis Scott Key