Calvin Christian Schools

Music Curriculum K-5

Rationale

Music deserves a place in the curriculum of the Christian school for it is one of God’s gifts to man. In music, God is revealed as a God of beauty and order. Music is also a means by which man is commanded to praise God (Psalm 9:11, Psalm 117:1, Psalm 96:1-2).

 

The goal of Christian education is the development of the total child into a mature Christian personality. Music contributes to the development because its many facets affect the whole child. Social growth is promoted through cooperation, participation, and enjoyment of a variety of musical experiences. The music program provides opportunities for physical expression to strengthen and refine the child’s rhythmic sense. Since music is a science, an intellectual response is necessary to appreciate the elements of melody, harmony, rhythm, form, tone color, and devices of composition that make up music. The spiritual life of a child is deepened and enriched through music that inspires and stimulates a response of praise and adoration. Music provides an avenue for emotional and creative expression.

 

The child’s faculties and talents are developed through music as in other subjects of the Christian school curriculum, so the child can become increasingly aware of opportunities for service in God’s kingdom.

 

General Goals

1. To instill in the child an appreciation and love of music as a gift of God to be used for his honor and glory.
2. To develop the appreciation of good music.
3. To teach the child to listen to music intelligently and discriminatingly.
4. To teach the appropriate use of the different kinds of music.
5. To teach the correct use of the singing voice so that the child will be able to sing on correct pitch that they may be able to worship confidently.
6. To strengthen the rhythmic sense.
7. To teach the fundamentals of music necessary for appreciation, enjoyment, and performance.
8. To develop the ability of the child to read music.
9. To stimulate creativity through participation in musical activities.

 

Resources Used

Silver Burdett, Making Music Curriculum Series

Carole Series Book 1-4

Kindergarten Scope and Sequence

I. Elements:

A. Expression

            1. Dynamics- loud, soft, changes in dynamics

            2. Tempo- fast, slow, changes in tempo

            3. Articulation- smooth/legato, detached/staccato

            4. Mood- variety of moods

B.    Rhythm

1.     Beat- steady, rest, no beat

2.     Duration- long/short, quarter notes/eighth notes

3.     Meter- strong/weak beat

4.     Pattern- ostinatos, same/different, combinations including quarter notes, eighth notes, and rests

C.    Form- same/different phrases and sections, echo, call/response, introduction

D.   Melody

1.     Pitch and Direction- high/low, upward/downward

2.     Pattern- same/different

E.    Timbre

1.     Environmental- natural, machine

2.     Vocal- sing, speak, shout, whisper, tone qualities

3.     Instrumental- body percussion, tone qualities of large and small groups including flute, trumpet, snare drum, piano, guitar

F.    Texture- thick/thin, layers, accompaniment/no accompaniment

II. Skills

A.   Singing- vocal range C4-A4; tessitura D4-A4

-       vocal exploration of head voice, descending/ascending

-       sing variety of songs alone and with group from various styles and cultures

-       develop intonation and diction

-       sing songs using dynamics

-       sing echo/dialogue songs

-       sing using dynamic of mp

B.    Playing- percussion (mallets, unpitched), keyboard

C.    Creating- improvise ostinatos, sound effects, movements/dramatization

D.   Reading/Notating- long/short rhythm icons, upward/downward melodic lines

E.    Listening/Analyzing/Describing- phrasing, rhythm, melody, instrumental, environmental, vocal, variety of styles and cultures

F.    Moving- nonlocomotor, locomotor

First Grade Scope and Sequence

I. Elements:

A. Expression

            1. Dynamics- loud, soft, change in dynamics

            2. Tempo- fast, slow, change in tempo

            3. Articulation- smooth/legato, detached/staccato

            4. Mood- variety of moods

B.    Rhythm

1.     Beat- steady, rest, no beat, sound/silence

2.     Duration- longer/shorter, quarter notes/eighth notes/quarter rests

3.     Meter- strong beat/weak beat, meter in 2, meter in 3

4.     Pattern- ostinatos, same/different, combinations including quarter notes, eighth notes, and rests

C.    Form- same/different phrases and sections, echo, call/response, introduction, coda, ABA

D.   Melody

1.     Pitch and Direction- high/low, upward/downward, steps, skips, and repeated pitches

2.     Tonality- tonal center, pentatonic

3.     Pattern- same/different, so, mi, la, and do

E.    Timbre

1.     Environmental- natural, machine

2.     Vocal- sing, speak, shout, whisper, tone qualities

3.     Instrumental- body percussion, tuned percussion, tone qualities of large and small groups including trombone, violin, tympani, flute, trumpet, clarinet

F.    Texture- thick/thin, layers, accompaniment/no accompaniment, ostinato, bordun

II. Skills

A.   Singing- range D4-D5; tessitura D4-B4

-       vocal exploration of head voice, descending/ascending

-       sing variety of songs alone and with group from various styles and cultures

-       develop intonation and diction

-       sing songs using dynamics of mp

-       sing echo, call and response songs

B.    Playing- percussion (mallets, unpitched), keyboard

C.    Creating- improvise rhythm, form, melody, tempo, dynamic

D.   Reading/Notating- interpret icons including quarter note/rest, eighth note, so-mi-la-do

E.    Listening/Analyzing/Describing- phrasing, form, rhythm, melody, instrumental, environmental, vocal, variety of styles and cultures, expression

F.    Moving- nonlocomotor, locomotor

G.   Ear Training-so, mi, la, quarter note/rest, eighth note

2^nd Grade Scope and Sequence

I. Elements:

A. Expression

            1. Dynamics- piano/forte, crescendo/decrescendo, sudden changes

            2. Tempo- getting faster and slower, fermata

            3. Articulation- smooth/legato, detached/staccato, accents

            4. Mood- variety of moods

B.    Rhythm

1.     Beat- steady beat, no beat, on beat/off beat

2.     Duration- longer/shorter, tie, sixteenth notes, half note

3.     Meter- strong beat, weak beat, meter in 2/4 and 3/4

4.     Pattern- ostinato, adding sixteenth notes, half note

C.    Form- same/different, question/answer, long/short, AB, ABA, AABA, AABB, solo/chorus, call/response, introduction/coda, cumulative song

D.   Melody

1.     Pitch and Direction- higher/lower, upward/downward, steps, leaps, repeated pitches

2.     Tonality- tonal center, pentatonic

3.     Pattern- same/different motives, pentatonic pitch patterns

E.    Timbre

1.     Environmental- natural, machine

2.     Vocal- tone qualities of individuals and groups, male/female/child, duet, trio, quartet, chorus

3.     Instrumental- various tone qualities of individuals and groups  including timpani, clarinet, African percussion, trumpet, families of instruments (strings, percussion, winds)

4.     Electronic- synthesized sounds

F.    Texture- accompaniment/no accompaniment, layers, thin/thick, ostinato, bordun

II. Skills

A.   Singing- vocal range C4-D5; tessitura D4-B4

-       vocal exploration blending chest and head voice

-       head voice sustaining tones

-       sing variety of styles and cultures

-       develop intonation and diction

-       sing songs using dynamics of mp and mf

-       sing echo, call and response songs, part singing

B.    Playing- percussion (mallets, unpitched), keyboard, autoharp

C.    Creating- improvise rhythm, form, melody, tempo, dynamic

D.   Reading/Notating- interpret icons adding sixteenth notes and half notes, re, 2/4, 3/4, tie

E.    Listening/Analyzing/Describing- phrasing, form, rhythm, melody, instrumental, vocal, variety of styles and cultures, expression, articulation, mood

F.    Moving- nonlocomotor, locomotor

G.   Ear Training- do, so, mi, la, triplet, 8 beats of music

3^rd Grade Scope and Sequence

I. Elements:

A. Expression

            1. Dynamics- crescendo/decrescendo, pp, p, mp, mf, f, ff

            2. Tempo- accelerando, ritardando, allegro, moderato, adagio

            3. Articulation- smooth/legato, detached/staccato, accents, pizzicato, arco

            4. Mood- variety of moods

B. Rhythm

            1. Beat- beat/rhythm, offbeat, upbeat

            2. Duration- adding sixteenths, half rest, syncopation, whole note, dotted                                     half note

            3. Meter- adding 4/4

            4. Pattern- ostinato, adding dotted rhythms, syncopation, dotted half note

C.    Form- question/answer, long/short, AB, ABA, AABA, AABB, solo/chorus, call/response, introduction/coda, cumulative song

D.   Melody

1.     Pitch and Direction- upward/downward, steps, leaps, repeated pitches, intervals (unison andoctave), pitch letter names

2.     Tonality- tonal center, pentatonic, major/minor

3.     Pattern- motive, ostinato, pentatonic

E.    Timbre

1.     Environmental- natural, machine

2.     Vocal- tone qualities of individuals and groups, male/female/child, duet, trio, quartet, chorus

3.     Instrumental- various tone qualities of individuals and groups, families of instruments (strings, percussion, winds, keyboards)

4.     Electronic- synthesized sounds

F.    Texture- layers of sound, thick/thin, ostinato, partner and echo songs, counter melodies and descants

G.   Harmony- present/absent, unison/chordal, major/minor, I-V7, 2-part singing

II. Skills

A.   Singing-  vocal range B3-E5; tessitura D4-D5

-       vocal exploration blending chest and head voice, range, breathing

-       develop resonance

-       sing variety of styles and cultures

-       develop intonation and diction

-       sing songs using dynamics of mp, mf,  f,  p

-       sing echo, call and response songs, 2 part singing, cannons, harmony

B.    Playing- percussion (mallets, unpitched), keyboard, autoharp

C.    Creating- improvise rhythm, form, melody, tempo, dynamic

D.   Reading/Notating- interpret icons adding half rest, syncopation, whole note, dotted half note, low la, low so, high do, letter names, 4/4

E.    Listening/Analyzing/Describing- form, melody, rhythm, patterns, themes, chords, major/minor, expression, vocal, variety of styles and cultures, expression, families of instruments (strings, woodwinds, brass, percussion)

F.    Moving- nonlocomotor, locomotor

G.   Ear Training- so, mi, do, high do, 2 measures

4^th Grade Scope and Sequence

I. Elements:

A. Expression

            1. Dynamics- crescendo/decrescendo, pp, p, mp, mf ,f, ff

            2. Tempo- accelerando, ritardando, allegro, moderato, adagio, presto,                                                 andante, subito

            3. Articulation- smooth/legato, detached/staccato, accents, pizzicato, arco,                                                 slurs, marcato, phrasing

            4. Mood- variety of moods

B.    Rhythm

1.     Beat-  beat, offbeat, upbeat

2.     Duration- adding eighth/sixteenth, dotted quarter note

3.     Meter – adding 6/8, changes in meter

4.     Pattern- adding dotted quarter note, sixteenth/eighth combination, and swing eighths

C.    Form- question/answer, long/short, AB, ABA, AABA, AABB, solo/chorus, call/response, introduction/coda, cumulative song, motive, balad

D.   Melody

1.     Pitch and Direction- imitation, steps, leaps, repeated pitches, intervals (unison, octave, third), pitch letter names, range/register

2.     Tonality- tonal center, key signature, pentatonic, major/minor, whole/half steps, modulation

3.     Pattern- motive, ostinato, sequence, diatonic pitch patterns

E.    Timbre

1.     Environmental- natural, machine

2.     Vocal- tone qualities, individuals (SATB) and groups, blending, a capella, variety of styles

3.     Instrumental- various tone qualities of individuals and groups (large and small, orchestra, concert band), families of instruments (strings, percussion, winds, keyboards)

4.     Electronic- synthesized sounds, electric guitar

F.    Texture- layers of sound, thick/thin, ostinato, partner and echo songs, counter melodies and descants, rounds, monophonic, homophonic, polyphonic

G.   Harmony- present/absent, unison/chordal, major/minor, I-IV, I-IV-V7, 2-part singing

II. Skills

A.   Singing- vocal range A3-G5; tessitura C4-D5

-       vocal exploration blending chest and head voice, range, breathing, solo confidence

-       develop legato singing

-       sing variety of styles and cultures

-       develop intonation and diction

-       expand dynamic ranges maintaining vocal quality

-       sing echo, 2 and 3 part singing, cannons, harmony

B.    Playing- percussion (mallets, unpitched), keyboard, autoharp, recorder

C.    Creating- improvise rhythm, form, melody, tempo, dynamic

D.   Reading/Notating- interpreting icons adding upbeats, eighth/sixteenth combination, dotted quarter note

E.    Listening/Analyzing/Describing- form, melody, major/minor tonality, rhythm, patterns, themes, chords, expression, vocal, variety of styles and cultures, expression, families of instruments (strings, woodwinds, brass, percussion), orchestra/band sounds, choral works

F.    Moving- nonlocomotor, locomotor

G.   Ear Training- low so, do, re, mi, so, high do, 5 measures of music, syncpation

5^th Grade Scope and Sequence

I. Elements:

A. Expression

            1. Dynamics- crescendo/decrescendo, pp, p, mp, mf ,f, ff

            2. Tempo- accelerando, ritardando, allegro, moderato, adagio, presto,                                                 andante, subito, allegretto, lento

            3. Articulation- smooth/legato, detached/staccato, accents, pizzicato, arco,                                                 marcato, slurs

            4. Mood- variety of moods

B.    Rhythm

1.     Beat- beat, offbeat, upbeat, backbeat

2.     Duration- adding dotted eighth/sixteenth, triplet

3.     Meter- adding meter in 5, 7, and mixed meter

4.     Pattern- adding motive, triplet, dotted eighth/sixteenth, simple vs. compound meter

C.    Form- question/answer, long/short, AB, ABA, AABA, AABB, solo/chorus, call/response, introduction/coda, cumulative song, 12-bar blues

D.   Melody

1.     Pitch and Direction- imitation, intervals (unison, second, third, fourth, fifth sixth, seventh, octave), range/register, ornamentation, whole/half steps

2.     Tonality- tonal center, key signature, pentatonic, major/minor, whole/half steps, modulation, cadence

3.     Pattern- motive, ostinato, sequence, diatonic,

E.    Timbre

1.     Environmental- natural, machine

2.     Vocal- tone qualities, individuals (SATB) and groups, blending, a capella, variety of styles, vocal production

3.     Instrumental- various tone qualities of individuals and groups (large and small, orchestra, concert band, marching, symphonic, military, and rock bands), families of instruments (strings, percussion, winds)

4.     Electronic- synthesized sounds, electric guitar

F.    Texture- , partner and echo songs, counter melodies and descants, rounds, monophonic, homophonic, polyphonic

G.   Harmony- major/minor, I-IV, I-IV-V7, I-IV-I- V7, 2 and 3-part singing

 

II. Skills

A.   Singing- vocal range A3-G5; tessitura C4-D5

-       Practice chest and head voice, range, breathing, solo singing, posture, blend

-       perform warm up exercises

-       develop legato singing

-       sing variety of styles and cultures

-       develop intonation and diction

-       expand dynamic ranges maintaining vocal quality, crescendo and diminuendo

-       articulations legato, staccato

-       melodic ostinatos, 2 and 3 part singing, cannons, harmony

B.    Playing- percussion (mallets, unpitched), keyboard, autoharp

C.    Creating- improvise rhythm, form, melody, tempo, dynamic

D.   Reading/Notating- interpreting icons adding dotted eighth/sixteenth, triplet, 6/8

E.    Listening/Analyzing/Describing- form, rhythm, chords, major/minor tonality, melody, harmony, vocal timbres, expression, diversity of styles and cultures

F.    Moving- nonlocomotor, locomotor

G.   Ear Training- low so, do, re, mi, fa, so, high do, 4 and 5 measures of 4 and 6 beats per measure