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