Arts Alive
Ukulele
Kindergarten – Grade 4
Overview: Ages K-4
This new curriculum was devised for younger students to learn the joy of playing this smaller instrument.
Students as young as 5 can enjoy playing and singing with confidence. They can advance when bigger
onto the guitar or stay with ukulele. Teachers use songs from different song books such as ‘Ultimate
Ukulele”.
Learning to play the ukulele while developing musicality, tempo and dynamics of strumming. Teaching
students to correct mistakes is a constant so progress is always made from class to class.
Curriculum for Ukulele
Correct standing and sitting posture for ukulele,
fingering positions, strumming.
Demonstrate the “hug” of the instrument.
Straps should be encouraged for performance but
not mandatory. Start by singing all songs so
students naturally build the melody.
Standards
Compose, Arrange, and Improvise
2.4 Improvise simple rhythmic and melodic
accompaniments, using voice and a variety of
classroom instruments. (Grade 2)
Demonstrate rhythms on the ukulele, use of thumb 1.0 Artistic Perception
and correct “C” hand hold. Students also learn to
Read and Notate Music
internalize the words of song or sing silently.
1.1 Read, write, and perform simple rhythmic
patterns, using eighth notes, quarter notes, half
notes, and rests. (Grade 2)
Students clapping rhythm before they play,
counting out loud then read flash cards so all
types of learner are covered, visual, kinesthetic
1.2 Read, write, and perform simple patterns of
etc. Split the group in two and have one group
pitch, using solfege (guitar). (Grade 2)
sing notes back while other students play tunes.
String names are taught through the rhyme:
“Goats Can Eat Anything”.
Mirror image game is used to show students how
to play correctly so they can see their partner’s
hold and strumming.
Learning to play on first two strings, strumming
and fingerings to build technique and movement
across the ukulele.
Students recite weekly string notes and play
games where each student takes turn as you shout
out the name of strings. “My Dog Had Fleas” (D
& F)
Playing exercises together is encouraged to
develop all students’ ability to play tempo
together. Rhythm game is taught for tempo
Compose, Arrange, and Improvise
2.4 Improvise simple rhythmic and melodic
accompaniments, using voice and a variety of
classroom instruments. (Grade 2)
Listen to, Analyze, and Describe Music
1.3 Identify melody, rhythm, harmony, and timbre
practice and putting together improvised songs.
in selected pieces of music when presented
aurally. (Grade 3)
Aurally have students play chord/note transitions
both ways – i.e. A to E or E to A to learn pitch.
Song sheets are given with each new song with
chords upon them and strumming patterns
Songs should be chosen from the list below.
Students memorize songs for performance from
different periods of music and American folk
music plus from other cultures. The teacher will
sing with students until they know the song and
then allow them to sing and play independently.
Conducting game for different tempos from
different parts of the world.
Role of Music
3.1 Identify the uses of music in various cultures
and time periods. (Grade 3)
3.3 Play memorized songs from diverse cultures.
(Grade 3)
Once students have two or three chords have them
play suggested parts in tempo to a drum machine
to learn how to improvise or “write tunes” of their
own.
Students throughout the year play songs in
different holidays as such as Christmas or Martin
Hanukkah celebrations.
Compose, Arrange, and Improvise
2.4 Improvise simple rhythmic accompaniments,
using body percussion or classroom instruments.
(Grade 1)
4.2 Create developmentally appropriate
movements to express pitch, tempo, form, and
dynamics. (Grade 3)
Mood and ideas are discussed and their emotions
in relation to music. When a song calls for
swaying or movement (Blue Suede Shoes) student
develop movements to communicate the song
style to their audience.
As students rehearse for a concert the patterns in
other art forms are pointed out to be similar to
music – any discipline that is repeated like music.
4.3 Describe how specific musical elements
communicate particular ideas or moods in music.
(Grade 3)
Suggested Music:
Lyric sheets as taught (one verse one chorus)
Two-Chord “Starter” Song
Alouette
Blow the Man Down
Buffalo Gals
Down by the Riverside
Little Dreidl
Hail, Hail the Gang’s all Here
How Much is that Doggie in the Window
It Ain’t Gonna Rain No More
Jambalaya
La Cucaracha
Connections and Applications
5.1 Identify the use of similar elements in music
and other art forms (e.g., form, pattern, rhythm).
(Grade 4)
Three-Chord Songs
Ain’t No Bugs on Me
Ain’t Too Proud to Beg
Barbara Ann
My Bonnie Lies Over the Ocean
Happy Birthday
Hokey Pokey
He’s Got the Whole World in his Hands
Old MacDonald
Over the Rainbow
This Land is Your Land
On Top of Spaghetti
She’ll be Coming ‘Round the Mountain