Year Long Plan
Grade: K
Subject: Music
School Year: 2012-2013
Teacher: J. Rhoades
August/September
October
November/December
Unit – Off to School
Expressive Qualities
-Identify loud & soft
Tone Color
-Echo speak w/vocal inflections
-Identify & use all 4 voices
Duration
-Recognize & use steady beat
Pitch
-Recognize high & low pitches
Design (none)
Cultural Context
-Recognize music from diverse
cultures
-Develop understanding of
concepts using examples from
diverse cultures
Unit – Learning New Things
Expressive Qualities
-Distinguish between loud & soft
Tone Color
-Perform sound effects
-Recognize speaking & singing
voices
Duration
-Identify & use steady beat
-Recognize & use long & short
Pitch (none)
Design
-Identify part of a piece with a
steady beat
Cultural Context
-Recognize music from diverse
cultures
-Develop understanding of
concepts using examples from
diverse cultures
Unit – Christmas Program preparation
Expressive Qualities
-Demonstrate difference between loud &
soft with teacher direction
Tone Color
-Develop breath support for long tones
-Practice correct posture for singing
Duration
-Use steady beat with instruments
Pitch
-Identify high and low pitches in singing
Design (none)
March
April
May
Unit – Ways to Travel
(Continuation of March)
Expressive Qualities
-same
(Unit – The World Around Me)
Expressive Qualities
-Move at different tempos
Tone Color
-Play pitched and unpitched instruments
Duration
-Move to a steady beat
-Point to representation of a steady beat
-Aurally distinguish between 2/4 & 6/8
-Visually identify 1 and 2 sounds to a beat
Pitch
-Recognize downward melody
Design
-Identify same/different sections of music
Cultural Context
-Recognize music from diverse cultures
-Develop understanding of concepts using
examples from diverse cultures
Expressive Qualities
-Identify fast & slow
Tone Color
-Identify and use singing and
speaking voices
Duration
-Move to a steady beat
Pitch
-Identify upward and downward
movement
Design
-Move to show parts of a song
Cultural Context
-Recognize music from diverse
cultures
-Develop understanding of
concepts using examples from
diverse cultures
Tone Color
-same
Duration
-same
Pitch
-same
Design
-same
Cultural Context
-same
Cultural Context
-Recognize cultural contest of Christmas
music learned
January
February
Unit – All About Me
Expressive Qualities
-Distinguishing between loud
& soft
Tone Color
-Using heavy & light voice
Duration
-Identify & use long and short
-Distinguish between 1 or 2
sounds to a beat
Pitch
-Distinguish between higher
and lower pitches
Design
-Move to show sections
Cultural Context
-Recognize music from diverse
cultures
-Develop understanding of
concepts using examples from
diverse cultures
(Continuation of January)
Expressive Qualities
-same
Tone Color
-same
Duration
-same
Pitch
-same
Design
-same
Cultural Context
-same
Grade: 1st
Subject: Music
August/September
School Year: 2012-2013
October
Unit – Music Everywhere
Expressive Qualities
-Identify loud & soft
Tone Color
-Identify 4 voice functions
Duration
-Distinguish between steady beat & no steady
beat
Pitch
-Identify high and low sounds
Design
-Accompany a song with body percussion
Cultural Context
-Hear and sing songs from diverse cultures
Unit – Long & Short/High & Low
Expressive Qualities
-Identify loud and soft
-Make long & short sounds
Tone Color
-Identify high and low instrument sounds
-Label 4 voice functions
Duration
-Identify steady beat
-Identify longer & shorter sounds
Pitch
-Identify higher & lower sounds
Design
-Identify melody with & without accompaniment
Cultural Context
-Hear and sing songs from diverse cultures
Christmas Program Preparation
Expressive Qualities
-Demonstrate difference between loud & soft
with teacher direction
Tone Color
-Develop breath support for long tones
-Practice correct posture for singing
Duration
-Use steady beat with instruments
Pitch
-Identify high and low pitches in singing
Design (none)
Cultural Context
-Recognize cultural contest of Christmas
music
Unit – Tapping, Walking & Dancing
Expressive Qualities
-Identify gradually getting faster & slower
Tone Color
-Say nursery rhymes and story phrase
Duration
-Move to beat as tempo changes
-Move & play beat & strong beat
-Identify notation for 1 & 2 sounds to a beat
Pitch
-Identify use of high & low
Design
-Move to 4 & 8 beat phrases
-Identify introduction and coda
Cultural Context
-Hear and sing songs from diverse cultures
February
March
April
May
(Continuation of January)
Expressive Qualities
-same
Unit – Rainy Days & Sunny Days
Expressive Qualities
-Play loud & soft sounds
-Listen & move to show sounds
Tone Color
-Identify families of unpitched instruments
Duration
-Move to, pat with, and play beat & strong beat
Pitch
-Identify so & mi
Design
-Play accompaniments
-Identify introduction and verse-refrain form
(Continuation of March)
Expressive Qualities
-same
Unit – Let’s Be Friends
Expressive Qualities
-Move to loud & soft
-Sing, getting faster
Tone Color
-Say a speech piece
-Play pitched & unpitched instruments
Duration
-Tap, play with beat
-Identify a rest as no sound on a beat
-Clap patterns with 1 & 2 sounds on a beat
-Recognize walking and galloping rhythms
Pitch
-Identify mi, so, la
Design
-Play accompaniments
-Identify introduction and verse-refrain
form
Cultural Context
-Hear and sing songs from diverse cultures
Tone Color
-same
Duration
-same
Pitch
-same
Design
-same
Cultural Context
-same
Cultural Context
-Hear and sing songs from diverse cultures
Teacher: J. Rhoades
November/December
Tone Color
-same
Duration
-same
Pitch
-same
Design
-same
Cultural Context
-same
January
Grade: 2nd
Subject: Music
August/September
School Year: 2012-2013
October
Unit – Music is Mine to Share
Expressive Qualities
-Recognize beat at different tempos
Tone Color
-Identify & use speaking & singing voices
Duration
-Identify beat & no beat
-Identify rhythm of the words
-Identify quarter & 2 8th notes
Pitch
-Identify higher & lower pitches
-Identify & use mi, so, la
-Identify pitch
Design
-Perform accompaniment
Cultural Context
-Experience & recognize music from diverse
cultures
Unit – Let’s Play the Day Away
Expressive Qualities
-Show recognition of loud (f) and soft (p)
Tone Color
-Sing & “sizzle” a song
Duration
-Move with beat
-Read patterns with quarter note, 2 8ths, and
quarter rest
-Walk, gallop, trot & jump to a song
Pitch
-Identify do, mi, so
Design
(none)
Cultural Context
-Hear and sing songs from diverse cultures
Christmas Program Preparation
Expressive Qualities
-Identify f and p in songs and sing as indicated
Tone Color
-Develop good singing habits
Duration
-Play beat and rhythm accompaniments
Pitch
-Identify do, mi, so patterns in songs
Design
-Identify verse-refrain form
Cultural Context
-Recognize cultural context of songs
performed
Unit – Take a New Path
Expressive Qualities
-Identify crescendo and decrescendo
Tone Color
-Identify 4 unpitched instrument families
Duration
-Identify half note
-Alternate between 2 1-beat movements and
1-2-beat movement
Pitch
-Use do, mi, so, la
Design
-Identify repeat sign
Cultural Context
-Hear and sing songs from diverse cultures
February
March
April
May
(continuation of January)
Expressive Qualities
-same
Unit – The Sky’s the Limit
Expressive Qualities
-Identify crescendo and decrescendo
Tone Color
-Identify 4 unpitched instrument families
Duration
-Identify and play half notes
Pitch
-Identify re
Design
-Identify ostinato
Cultural Context
-Hear and sing songs from diverse cultures
(continuation of March)
Expressive Qualities
-same
Unit – Accent on Surprise
Expressive Qualities
-Distinguish between loud & soft
-Identify accents
Tone Color
-Recognize trumpet, trombone, French
horn, & tuba
Duration
-Identify equal & unequal sounds to a beat
Pitch
-Maintain do, re, mi, so, la
Design
-Recognize imitation
Cultural Context
-Hear and sing songs from diverse cultures
Tone Color
-same
Duration
-same
Pitch
-same
Teacher: J. Rhoades
November/December
Tone Color
-same
Duration
-same
Pitch
-same
Design
-same
Design
-same
Cultural Context
-same
Cultural Context
-same
January
Grade: 3rd
Subject: Music
August/September
School Year: 2012-2013
October
Theme: Games We Share
Expressive Qualities
-f & p
-Recognize fermatas
Theme: Going Places
Expressive Qualities
-Recognize dynamic changes & tempo changes
Tone Color
-Differentiate between higher/lower vocal &
instrumental tone colors
Duration
-Differentiate between beat & rhythm
-Identify 8th & quarter notes and quarter rest
Teacher: Rhoades
November/December
Tone Color
-Distinguish tone color changes
Duration
-Identify half notes
-Review 8th and quarter notes
Christmas Program Preparation
Expressive Qualities
-Identify dynamic changes and sing as
indicated
Tone Color
-Develop good singing habits
Duration
-Play beat & rhythm accompaniments from
notation
January
Theme: Every Day Music
Expressive Qualities
-Recognize dynamic and tempo changes
Tone Color
-Distinguish tone color changes
Duration
-Distinguish between equal and unequal
meters and rhythms
-Identify strong/weak beats in sets of 2
Pitch
-Identify so, la
-Review do, re, mi
Pitch
-Identify do, re, mi, so, la in songs
Design
-Identify verse/refrain form
Design
-Identify verse/refrain form
Cultural Context
-same
Cultural Context
-Recognize cultural context of songs
performed
Design
-Identify melodic and rhythmic ostenatos
-Identify repeated sections
Cultural Context
-Hear & sing music from diverse cultures
February
March
April
May
Continuation of January
Expressive Qualities
Theme: Words That Sing
Expressive Qualities
-same
Continuation of March
Expressive Qualities
Theme: Work, Play & Sing
Expressive Qualities
-same
Tone Color
Tone Color
-same
Tone Color
Tone Color
-same
Duration
Duration
-Identify 16th notes
Duration
Pitch
Duration
-Learn about 3/4 and 4/4 meters
-Identify whole note and dotted half note
Design
Pitch
-same
Cultural Context
Design
-Learn about melody alone & melody with
accompaniment
Pitch
-Identify do, re, mi
Design
-Define phrase lengths
Cultural Context
-Hear & sing music from diverse cultures
Pitch
Design
Cultural Context
Pitch
-Identify high do
-Define melodic movement by skip, step &
repeated notes
Design
-Identify phrases
Cultural Context
-same
Pitch
-Identify low so, la
-Show shape of melody
Cultural Context
-same
Grade: 4th
Subject: Music
August/September
School Year: 2012-2013
October
Teacher: Rhoades
November/December
Theme: Where in the World
Expressive Qualities
-Review tempo changes & loud/soft changes
Tone Color
-Identify heavy/light vocal registers
Duration
-Read rhythms in 2/4 & 4/4
-Identify beat & rhythm of the words
-Identify whole, half, quarter, and eighth
notes & rests
Pitch
-Recognize patterns using do, re, mi, so, la
Design
-Speak in canon
-Identify phrases
Cultural Context
-Hear songs from diverse cultures
Recorders
-Hold recorder with proper hand position
-Play A & B with correct fingering
-Blow air with warm air
Theme: Traveling On
Expressive Qualities
-same
February
March
April
May
Continuation of January
Expressive Qualities
Continuation of January
Expressive Qualities
Continuation of April
Expressive Qualities
Tone Color
Tone Color
Duration
Duration
Pitch
Pitch
Design
Design
Theme: Connections
Expressive Qualities
-Identify staccato & legato
Tone Color
-Identify changed voices
Duration
-Read 8th-quarter-8th note patterns
-Identify syncopation
Pitch
-Recognize octaves
-Identify I, IV, V
Design
-same
Tone Color
-Identify families of instruments
Duration
-Identify 16th notes
Pitch
-Identify tonal center
-Sing with the pitch names D,E, G, A, B
Design
-Identify ABA form
Cultural Context
-same
Recorders
-Play songs with BAG with correct fingering
-Identify BAG on the staff
Cultural Context
Christmas Program Preparation
Expressive Qualities
-Identify dynamic & tempo changes and sing
as indicated
Tone Color
-Develop good singing habits
Duration
Pitch
-Identify do, re, mi, so, la in songs
Design
-Identify verse-refrain form
Cultural Context
-Recognize cultural context of songs
performed
Recorders
-Continue
January
Theme: Just Imagine
Expressive Qualities
-Use and notice dynamics
Tone Color
-Identify families of instruments
Duration
-Read rhythms on 6/8
Pitch
-Identify repeated notes, skips & steps
-Identify fa, C, F
Design
-Identify ABA form
Cultural Context
-Hear & sing songs from diverse cultures
Recorders
-Play song with B A G E D using correct
fingering
Tone Color
Duration
Pitch
Design
Cultural Context
-same
Cultural Context
Recorders
-
Recorders
-Prepare songs for performance
Cultural Context
Recorders
-continue
Recorders
-
Grade: 5th
Subject: Music
School Year: 2012-2013
Teacher: Rhoades
Year Long Study of American Music Styles and Composers
August
September
November
December
Early American Marching Songs
-Identify early American marching
songs & their historical & cultural
context
Patriotic Songs
-Identify American patriotic songs
-Research a patriotic song and report its
historical & cultural context to the class
-Identify verses, repeats and codas
American Spiritual
-Identify American spirituals & their
historical and cultural context
-Identify rhythm vs. beat
-Play rhythm/beat with songs
American Christmas Music
-Differentiate between American
Christmas music and Christmas
music from around the world
January/February/March
April
May
American Folk Music
-Identify different types of folk
music
-Identify instruments used in
American folk music
-Learn to play traditional folk
instruments (spoons, bags, hambone)
-Identify play parties
-Create a folk song based on a
current cultural or historical event
Broadway Musical
-Identify musicals & their historical and
cultural context
-Identify famous American musical
composers
-Attend and review a musical
Jazz
-Identify jazz & its historical and
cultural context
-Identify 7 styles of jazz
-Create a blues song
Grade: 6th/7th
Subject: Music Appreciation
August/September
October
School Year: 2012-2013
Teacher: Rhoades
November/December
January
Unit: Medieval Period
Unit: Renaissance Period
Unit: Baroque Period
Unit: Classical Period
-Identify characteristics of Medieval
music
-Identify characteristics of Renaissance
music
-Identify characteristics of Baroque
music
-Identify characteristics of Classical
music
-Identify music & lives of 4 key
Medieval composers
Hildegard of Bingen, Leonin,
Perotin & Machaut
-Identify music & lives of 3
Renaissance composers
Palestrina, Des Prez & Dowland
-Identify music & lives of 4 Baroque
composers
Bach, Handel, Scarlatti, Vivaldi
-Identify music and lives of 3
Classical composers
Haydn, Mozart, Beethoven
-Identify common Renaissance
instruments
-Identify instruments of a Baroque
orchestra
-Identify instruments of the
Classical orchestra
-Identify 4 textures of Renaissance
music
-Identify common forms found in
Baroque music
-Identify the 3 parts of sonata form
-Identify the form of a Renaissance
dance
-Identify a Chaconne & its 2
instrumental parts
February/March
April
May
Unit: Romantic Period
Unit: Modern Period
Unit: World Music
-Identify characteristics of Romantic
music
-Identify characteristics of Modern
music
-Identify common instruments used
on African, Asian and South
American music
-Identify music and lives of
Romantic composers
Schubert, Chopin, Schumanns
Strauss, Tchaikovsky
-Identify music and lives of composers
Schoenberg, Sousa, & Copland
-Create a vocal piece in Medieval
style
-Identify an Estampie as a Medieval
dance & play a rhythm pattern that
fits the form
-Identify different sections of a
theme and variation
-Map the differences between the
Baroque, Classical and Romantic
orchestras
-Define motive
-Compose an original experimental
piece
-Complete a timeline showing the
development of Jazz in America
-Create a report on one of the founding
fathers or rock music
-Describe common traits of music
from these regions
-List similarities and differences
between Western music and the music
of these regions
-Identify opera as an important
form of the period
Grade: 8th
Subject: Music Technology
School Year: 2012-2013
August/September
October/November
Teacher: Rhoades
December/January/February
Unit: Sound in Music
Unit: Composing with Finale Notepad
Unit: Arranging with Sony Acid Music Studio
-Define sound and identify ways sound is
produced and manipulated
-Identify how sound waves affect musical
sound
-Define acoustics and how room acoustics
affect a musical performance
-Identify parts of a sound board
-Develop an understanding of Finale Notepad
software
-Identify what makes a good melody and
compose a melody using Finale Notepad
-Develop an understanding of Sony Acid
Music Studio software
-Create arrangements mixing and editing loops
March/April
May
Unit: Editing and Arranging with Audacity
Unit: Individual Final Project
-Develop an understanding of Audacity
software
-Identify editing effects and what the effect
does to the music sample
-Record, edit and mix using Audacity
-Students will create a final project using one of
the software programs used during the year.
Grade: 6-8 Subject: Chorus
August - December
School Year: 2012-2013
Teacher: Rhoades
Concert Preparation for Christmas Concert
-Develop singing skills using PASTA
-Develop sight singing skills
-Learn concert repertoire
-Develop performance skills
-Identify and observe phrase and dynamic markings
-Identify cultural and historical significance of songs
January - April
May
Preparation for Spring Musical
-Develop singing skills using PASTA
-Develop clear articulation for spoke lines
-Develop stage presence
-Develop movement skills
-Develop independent performance skills
-Develop sight singing skills
-Explore music of other cultures
-Watch and review choral
performances
Grade: 6th-8th
August/September
Subject: Keyboard/Guitar
October
School Year: 2012-2013
November - May
Teacher: Rhoades
Unit: Rhythm Review
Unit: Notation Review
Begin Independent Study – Self-paced learning continues throughout the remainder of the
year following these objectives
-Identify rhythm notes and rests
-Identify the notes of the treble and
bass staff
Guitar
-Identify parts of the guitar
-Identify how to tune a guitar
-Play simple and full I, IV & V chords in C, G & D
-Add I, IV & V chords to accompany a simple melody
-Play chords using simple and syncopated strum patterns
-Identify notes on the guitar and play melodies using the high E, B and G
stringing
-Read and play rhythm patterns that
use whole, half, quarter and eighth
notes and rests.
-Play and create rhythm pieces as
ensembles.
-Identify musical symbols including
staff, clef, measure, bar line, key
signatures and time signatures
Keyboard
-Identify part of a regular piano and an electronic keyboard
-Play simple songs in C, using both hands
-Play simple melodies reading both the treble and bass clefs
-Add I, IV, and V chords to accompany a simple melody