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HARRISBURG SCHOOL DISTRICT

MUSIC CURRICULUM____________________________________________________________________________________________________________

KINDERGARTEN – SECOND GRADE

Harrisburg School DistrictMusic Curriculum (K-1-2)

(Note: It was decided that curriculum goals would be listed month-by-month throughout the school year with quarterly assessment. Content review would be planned on each grade level in September and January, months following extended vacation breaks.)

Objectives: Factual Knowledge

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1. Elements--duration, pitch, tone quality, dynamics; related expressive elements

2. Structure– form; composition organizers or patterns; composition devices

3. Historical and Cultural Context

A Steady beat (Strong vs. weak) (Beat/No Beat)

A Binary (A,B Form; Verse/Refrain) A Folk songs (Oral Tradition Songs)

B Voices-(Speaking/ singing/ whispering/ calling/ head voice)

B Contour (Shape of Melody; Up/Down/Same)

B Art music (Classical Music)

C Phrasing (Verse – Refrain) C Rondo (A, B, A, C, A, D, A) C American Music (Western Music)D Echo D Opposites (Loud/Soft, Fast/Slow,

High/Low, Up/Down, Same/Different)D Non-Western music – World

E Vocal and Instrumental Tone Color E Patriotic (Multi-Cultural)F Sound/Silence (Quarter note/rest)( Whole

note)( Eighth note)( Half note)F Black History

G Meter (2/4, 4/4, ¾) G JazzH Pitch (Sol – Mi, Sol – La – Mi) H R&B

I SpiritualsJ Pop/Contemporary

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Objectives: Cognitive process skills as applied to music1 Compare2 Classify3 Analyze4 Evaluate5 Generalize6 Collect7 Organize

Objectives: Musical skills, attitudes, and values (as detailed in National & PA Standards)1. Singing, alone and with others, a varied repertoire of music (PA 9.1 Production/Performance

2. Performing on instruments, alone and with others, a varied repertoire of music (PA 9.1)

3. Improvising melodies, variations, and accompaniments (PA 9.1)

3. Composing and arranging music within specific guidelines (PA 9.1)

5. Reading and notating music (PA 9.1) 6. Listening to, analyzing, and describing music (PA 9.3 Critical Response, and PA 9.4 Aesthetic Response)

7. Evaluating music and music performances (PA 9.3, PA 9.4)

8. Understanding relationships between music, the other arts, and disciplines outside the arts. (PA 9.2 Historical and Cultural Contexts)

9. Understanding music in addition to history and culture. (PA 9.2)

Curriculum Content should include as part of the process of making, understanding/knowing, and valuing music.1 PERFORMING

2 Reading3 Listening4 Describing5 Creating

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THIRD GRADE – FIFTH GRADE

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Harrisburg School DistrictMusic Curriculum (3-4-5)


Objectives: Factual Knowledge1. Elements--duration, pitch, tone quality, dynamics; related expressive elements



A Expressive Qualities A Dynamics A African AmericanB Tone Color B Tempo B AsianC Duration C Articulation – Style C HispanicD Pitch - Melody D Vocal and Instrumental Tone Color D AfricanE Design – Texture/Form

(Harmony)E Beat/Meter E Folk

F F Rhythm F ClassicalG G Tonality GH H HI I I

Objectives: Cognitive process skills as applied to music1 Compare2 Classify3 Analyze4 Evaluate5 Generalize6 Collect7 Organize






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Curriculum Content should include as part of the process of making, understanding/knowing, and valuing music.1 PERFORMING

2 Reading3 Listening4 Describing5 Creating

Academic Standards for the Arts and Humanities

9.1. Production, Performance and Exhibition of Music. (Materials from the Academic Standards for the Arts and Humanities)

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills to:

9.1.3. Grade 3 9.1.5. Grade 5

A. Know and use the elements and priniples of each art form to create works in the arts and humanities.- Elements: Duration, Intensity, Pitch, Timbre.- Principles: Composition, Form, Genre, Harmony, Rhythm, Texture.

A. Know and use the elements and priniples of each art form to create works in the arts and humanities.- Elements: Duration, Intensity, Pitch, Timbre.- Principles: Composition, Form, Genre, Harmony, Rhythm, Texture.

B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise origional works in the arts.- Music: Sing, Play an Instrument, Read and Notate Music, Compose and Arrange, Improvise.

B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise origional works in the arts.- Music: Sing, Play an Instrument, Read and Notate Music, Compose and Arrange, Improvise.

C. Recognize and use fundamental vocabulary within music. C. Know and use fundamental vocabulary within Music.

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D. Use knowledge of varied styles within music through a performance of unique works.

D. Describe and use knowledge of a specific style within music through a performance or exhibition of unique work.

E. Demonstrate the ability to define objects, express emotions, illustrate and action or relate an experience through creation of works in music.

E. Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in music.

F. Identify works of others through a performance or exhibition (e.g., exhibition of student paintings based on the study of Mozart).

F. Describe works of others through performance or exhibition in two art forms.

G. Recognize the frunction of rehearsals and practice sessions. G. Identify the function and benefits of rehearsal and practice sessions.

H. Handle materials, equipment and tools safely at work and performance spaces.- Identify materials used.- Identify issues of cleanliness related to music.- Recognize some mechanical/electrical equipment.- Recognize differences in selected physical space/environments.- Recognize the need to select safe props/stage equipment.- Identify methods for storing music materials.

H. Use and maintain materials, equipment, and tools safely at work and performance spaces.- Describe some materials used- Describe issues of cleanliness related to music.- Describe types of mechanical/electrical equipment usage.- Know how to work in selected physical space/environments.- Identify the qualities of safe props/stage equipment.- Describe methods for storing music materials.

I. Identify Music events that take place in schools and in communities. I. Decribe music events that take place in schools and in the communities.

J. Know and use traditional and contemporary technologies for producing, performing, and exhibiting works in the arts or the works of others.- Know and use traditional technologies (e.g., stage equipment).- Know and use contemporary technologies (e.g., CDs/software, board

mixers).

J. Apply traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.

- Experiment with traditional technologies (e.g., instruments)- Experiment with contemporary technologies (e.g., computer

programs).

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K. Know and use traditional and contemporary technologies for furthering knowledge and understanding in music.

K. Apply traditional and contemporary technology in furthering knowledge and understanding in music.

9.2. Historical and Cultural Contexts. (Materials from the Academic Standards for the Arts and Humanities)

9.2.3. Grade 3 9.2.5. Grade 5Pennsylvannia’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to identify, compare, contrast and analyze works in the arts in their historical and cultural context appropriate for each grade level in concert with districts’s social studies, literature and language standards.

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A. Explain the historical, cultural and social context of an individual work in music.

B. Relate works in music chronologically to historical events.

C. Relate works in music to varying styles and genre and to the periods in which they were created.

D. Analyze a work of art from its historical and cultural perspective.

E. Analyze how historical events and culture impact forms, techniques and purposes of works in music.

F. Know and apply appropriate vocabulary used between social studies and the arts and humanities.

G. Relate works in music to geographic regions:- Africa- Asia- Australia- Central America- Europe - North America- South America

H. Identify, describe and analyze the work of Pennsylvania artists in dance, music, theatre, and visual arts.

I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts.

J. Identify, explain and analyze historical and cultural differences as they relate to works in music.

K. Identify, explain and analyze traditions as they relate to works in music.

L. Identify, explain and analyze common themes, forms and techniques from works in music.

9.3. Critical Response (Materials from the Academic Standards for the Arts and Humanities)

9.3.3. Grade 3 9.3.5

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Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

A. Recognize critical processes used in the examination of works in the arts and humanities.- Compare and contrast- Analyze- Interpret- Form and test hypotheses- Evaluate/form judgments

A. Identify critical processes in the examination of works in music.- Compare and contrast- Analyze- Interpret- Form and test hypotheses- Evaluate/form judgments

B. Know that works in the arts can be described by using the music elements, principles and concepts.

B. Describe works in music comparing similar and contrasting characteristics.

C. Know classification skills with materials and processes used to create works in music. C. Classify works in music by forms in which they are found.

D. Explain meanings in music through individual works and the works of others using a fundamental vocabulary of critical response.

D. Compare similar and contrasting important aspects of works in music based on a set of guidelines using a comprehensive vocabulary of critical response.

E. Recognize and identify types of critical analysis in music.- Contextual criticism- Formal criticism- Intuitive criticism

E. Describe and use types of critical analysis in music.- Contextual criticism- Formal criticism- Intuitive criticism

F. Know how to recognize and identify similar and different characteristics among works in music.

F. Know how to recognize the process of criticism in identifying and analyzing characteristics among works in music.

G. Know and demonstrate what a critic’s position or opinion is related to works in music.

G. Describe a critic’s position or opinion about selected works in music.

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SIXTH GRADE – EIGHTH GRADE

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Harrisburg School DistrictMusic Curriculum (6-7-8)


Objectives: Factual Knowledge1. Elements--duration, pitch, tone quality, dynamics; related expressive elements; playing techniques



A Duration A Form A HistoricalB Pitch B Composition organizers or patterns B Cultural ContextC Tone Quality C Composition devices CD Dynamics D DE Related expressive elements E EF F FG G GH H HI I I

Objectives: Cognitive process skills as applied to music (examples)1 Compare2 Classify3 Analyze4 Evaluate5 Generalize 6 Collect7 Organize

Objectives: Musical skills, attitudes, and values (as detailed in National & PA Standards)1. Singing, alone and with others, a varied repertoire

of music (PA 9.1 Production/Performance2. Performing on instruments, alone and with others, a

varied repertoire of music (PA 9.1) Guitar class, recorder class, choir chimes.




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Curriculum Content should include as part of the process of making, understanding/knowing, and valuing music.1 PERFORMING: SINGING IN SCHOOL

CHORUS OR MUSICAL

2 Reading: Reading at sight simple melodies in both the treble and bass clefs. Identify and define standard notation for the elements.

3 Listening: Describe specific music events in a given aural example, using appropriate terminology.

4 Describing: Describe the quality and effectiveness of music of music performances and compositions and apply the criteria in their personal listening and performing.

5 Creating: Compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. Arrange simple pieces for voices or instruments. Use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging.

Academic Standards for the Arts and Humanities

9.1. Production, Performance and Exhibition of Music. (Materials from the Academic Standards for the Arts and Humanities)

9.1.8. Grade 8

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C. Know and use the elements and principles of each art form to create works in the arts and humanities.- Elements: Duration, Intensity, Pitch, Timbre.

- Principles: Composition, Form, Genre, Harmony, Rhythm, Texture.

D. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.- Music: Sing, Play an Instrument, Read and Notate Music,

- Compose and Arrange, Improvise.

C. Identify and use comprehensive vocabulary within music.

D. Demonstrate knowledge of at least two styles within music through a performance or exhibition of unique works.

E. Communicate a unifying theme or point of view through the production of works in music.

F. Explain works of others within music through performance or exhibition.

G. Explain the function and benefits of rehearsal and practice sessions.

H. Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.- Analyze the use of materials.- Explain issues of cleanliness related to music.- Explain the use of mechanical/electronic equipment.- Demonstrate how to work in selected physical space/environment.- Demonstrate the selection of safe props/stage equipment.- Demonstrate methods for storing music materials.

I. Know where music events, performances and exhibitions occur and how to gain admission.

J. Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing and exhibiting works in music or others.- Explain and demonstrate traditional technologies (e.g., instruments).- Explain and demonstrate contemporary technologies (e.g., MIDI Keyboards, audio/sound equipment, board-mixer).

K. Incorporate specific uses of traditional and contemporary technologies in furthering knowledge and understanding in music.

9.2. Historical and Cultural Contexts

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9.2.8 Grade 8

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to identify, compare, contrast and analyze works in the arts in their historical and cultural context appropriate for each grade level in concert with district’s social studies, literature and language standards

M. Explain the historical, cultural and social context of an individual work in music.

N. Relate works in music chronologically to historical events.

O. Relate works in music to varying styles and genre and to the periods in which they were created.

P. Analyze a work of art from its historical and cultural perspective.

Q. Analyze how historical events and culture impact forms, techniques and purposes of works in music.

R. Know and apply appropriate vocabulary used between social studies and the arts and humanities.

S. Relate works in music to geographic regions:- Africa- Asia- Australia- Central America- Europe - North America- South America

T. Identify, describe and analyze the work of Pennsylvania artists in dance, music, theatre, and visual arts.

U. Identify, explain and analyze philosophical beliefs as they relate to works in the arts.

V. Identify, explain and analyze historical and cultural differences as they relate to works in music.

W. Identify, explain and analyze traditions as they relate to works in music.

l. Identify, explain and analyze common themes, forms and techniques from works in music.

9.3. Critical Response

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9.3.8 Grade 8Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and

skills needed to:A. Know and use the critical process of the examination of works in music.

- Compare and contrast- Analyze- Interpret- Form and test hypotheses- Evaluate/form judgments

B. Analyze and interpret specific characteristics of works in music.

C. Identify and classify styles, forms, types and genre within music.

D. Evaluate works in music using a complex vocabulary of critical response.

E. Interpret and use various types of critical analysis in music- Contextual criticism- Formal criticism- Intuitive criticism

F. Apply the process of criticism to identify characteristics among works in music.

G. Compare and contrast critical positions or opinions about selected works in music.

9.4. Aesthetic Response

9.4.8 Grade 8

A. Compare and contrast examples of group and individual philosophical meanings of works in music.

B. Compare and contrast informed individual opinions about the meaning of works in music to others.

C. Describe how the attributes of the audiuence’s environment influence aesthetic responses.

D. Describe to what purpose philosophical ideas generated by artists can be conveyed through works in music.

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INSTRUMENTAL

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Harrisburg School DistrictMusic Curriculum ( Instrumental )


Objectives: Factual Knowledge1. Elements--duration, pitch, tone quality, dynamics;

related expressive elements and playing technique.Students will know and be able to:

2. Structure– form 3. Historical and Cultural Context

AToneBeginner Level – Produce a consistent controlled tone.Intermediate Level – Produce a consistent, strong, controlled tone with good breath/bow support.Proficient Level – Produce a consistent, strong, and clean tone in a variety of circumstances.Advanced Level – Produce a high quality tone with an expressive quality of attack, shape and decay.

A FormBeginner - AB form, ABA

Intermediate – ABA, Theme and Variation

Proficient – DS al Coda, Da Capo

Advanced - Rondo

A Culturally diverse music.

BPitchBeginner Level – Identify, and play notes in a one octave range.Intermediate Level – Identify, and play notes in a two octave range.Proficient Level – Identify, and play notes in a two octave range and chromatic scale.Advanced Level – Identify and play notes in accordance with District 7 performance requirements.

B B

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H H HI I I

Objectives: Cognitive process skills as applied to music1 Compare – Examine different aspects/ styles/

genres/ elements of music side by side in order to establish likenesses and differences.

2 Classify – Examine different aspects/ styles/ genres/ elements of music and separate them based on the elements that they possess.

3 Analyze – Divide different aspects/ styles/ genres/ elements of music into their constituent parts or elements.

4 Evaluate – Judge how well one did based on the criteria given for a specific assignment.

5 Generalize – To group different aspects/ styles/ genres/ elements of music which are similar in nature.

6 Collect – Bring or gather together their musical knowledge in an ensemble setting.

7 Organize – Use all of the objectives together to put all musical knowledge and skills into context.









Curriculum Content should include, as part of the process, understanding/knowing, and valuing music.

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1 Performing – Using correct techniques to correctly play a musical instrument.

2 Reading – Able to identify, pronounce, and use musical terms and symbols correctly.

3 Listening – Able to identify how their part fits into the context of the group performance.

4 Describing – Able to use musical terms to discuss music.

5 Creating – Possess the ability to effectively use their knowledge of music to produce a unique piece of music or musical performance.

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PACING GUIDE____________________________________________________________________________________________________________

KINDERGARTEN

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Kindergarten Pacing Guide September October NovemberConcepts Introduction and Classroom

Procedures Steady Beat Using the Voice Melody: High and Low

CC: Hispanic Heritage Month

Loud and Soft Steady Beat High and Low sounds Tone Color

Fast and Slow Rhythm (Rhythm of the words) Same and Different (Call and

Response)

CC: Native American Heritage Month

SuggestedActivities

a. Move and play to steady beatb. Sing songs with steady beat

a. Identify and practice using 4 types of voices (sing, speak, whisper, shout)

a. Identify high and low soundsb. Practice singing, hearing and

moving to high and low

a. Use movements to show the loud and soft parts of a song

b. Sing, play and move to loud and soft music

a. Move to and play steady beatb. Sing songs with steady beat

a. Speak and sing using high and low pitches

b. Use high and low vocal sounds to suggest story characters

a. Listen to, and create a variety of environmental, vocal and instrumental tone colors

a. Use appropriate locomotive movements to express fast and slow

a. Identify and recognize the rhythm of the words

b. Use handouts to help experience melodic rhythm

a. Sing, play and echo same and different patterns

b. Sing songs in call and response form

Assessment

Teacher ObservationEchoDemonstrate



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December January February

Concepts High and Low Direction: upward and

downward Various Holiday song

selections

Review and Reinforcement Same and Different Steady Beat- rhythm Tone Color- Percussion

CC- Dr. Martin Luther King Jr. Day, Chinese New Year, Winter Songs

Tempo: getting faster, getting slower Steady Beat: Long and short sounds Same and Different- Phrases

CC: Black History Month

SuggestedActivities

a. Sing and move to high and low sounds

b. Move to high and low sounds

a. Listen to and sing songs with an upward and down

b. Move to upward and downward songs

a. Use call and response to identify same and different words

b. Use movements to show the call-and-response parts of a song

a. Use movements to keep the beat and the rhythm of a song from iconic notation

a. Introduce classroom percussion instruments

b. Play and create with classroom percussion instruments

c. Listen to and sing songs that have a tempo change within

d. Move to the steady beat as it changes

a. Use appropriate movement to show long and short sounds

b. Sing, clap and listen to music with long and short sounds

a. Perform contrasting locomotor movements to show sections of a song

b. Sing and listen to songs with same and different sections (refrain)

Assessment Teacher ObservationEchoDemonstrate



Kindergarten Pacing Guide

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Kindergarten Pacing Guide

March April May JuneConcepts Pitch: High and low

sounds Tone Color: Strings

(guitar) Long and short patterns Getting Louder and

SofterCC: Woman’s History Month

Rhythm: Long and short patterns

Pitch: Upward and downward Rhythm: Beat and Silent beat

CC: Spring Songs, Jazz Month, MIOSM

Same and Different phrases

Rhythm- Using long and short sounds and silent beats

Closing Activities

Activities a. Sing songs that use high and low sounds

b. Use movements to express the highness and the lowness of pitches in a song

a. Listen to and identify guitar

b. Sing songs that have a guitar accompaniment

a. Play, clap and echo long and short patterns

a. Sing songs with long and short patterns

b. Identify, using visual aids, long and short sounds in a song

a. Sing songs that incorporate upward and downward moving pitch

b. Use movement to express upward and downward pitch movement

a. Listen to, clap and move to show beat and silent beat

b. Use movement to show silent beat

a. Sing, clap and move to same and different phrases

b. Identify phrases that are the same and different using movement or visual aids

a. perform steady beat movements during rests (silent beats)

b. echo patterns using long, short and silent beats

Year end Review

Assessment Teacher ObservationEchoDemonstrate



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PACING GUIDE____________________________________________________________________________________________________________

FIRST GRADE

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First Grade Pacing GuideSeptember October November

Concepts Introduction and Classroom Procedures

Steady Beat Using the Voice Loud and Soft

CC- Hispanic Heritage Month

Beat and No Beat Long and Short Fast and Slow Tone Color

Beat notation High and Low Locomotive Movements Call and Response (same and

different)

CC- Native American History

Activities a. Move and play to steady beatb. Sing songs with steady beatc. Recognize rhythm of words in songs

a. Identify and practice using four types of voices (sing, speak whisper, shout)

a. Respond to and imitate loud and softb. Sing, hear, clap, speak, and play loud

and soft

a. move and play to beatb. Identify music with beat and no beat

a. Clap, play and echo rhythm patternsb. Create rhythm patterns using long

and short sounds

a. Respond to and imitate Fast and Slowb. Clap, play and echo patterns in

various tempos

a. Here, play, listen to and identify a variety of classroom and orchestral instruments.

a. Demonstrate and identify ta and ti tib. Clap, play and echo rhythm patterns

a. Identify High, Middle and Lowb. Practice seeing, hearing, playing and

moving to high and low

a. use appropriate locomotive movements to express a song (march, jog, walk, skip, etc.)

a. Identify call and responseb. Play, sing and clap using call and

responsec. Identify same and different call and

responsed. Play, sing and clap using same and

different

Assessment EchoDemonstrateCompare/ContrastPerform

EchoDemonstrateCompare/ContrastPerform



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First Grade Pacing Guide

First Grade Pacing Guide

Concepts Same and Different Pitch Direction (Up and Down) Form (Binary- Verse and Refrain)Seasonal Music

Review and Reinforcement Rhythm Pitch (Sol, Mi, La)


Tone Color Fast and Slow pitch (Sol-Mi-La) Melody and Accompaniment

CC-Black History Month

Suggested Materials/Activities

a. Identify same and different call and response

b. Play, sing and clap using same and different

a. Introduce Sol-Mib. Play, and sing using Sol-Mi

a. Play, sing and respond to upward and downward melodies.

a. listen, sing and play songs with binary form

a. Introduce quarter restb. Hear, play and sing

songs with a silent beat (rest)

c. Sing, and clap rhythms with rests

a. Introduce Sol, Mi and La

b. Sing songs that have the Sol, Mi, La pattern

d. Hear, play, and listen to a variety of classroom and orchestral instruments

a. Listen and sing songs using fast and slowb. Sing, Speak, play and move to a variety of

tempos

a. Hear, play and sing to Sol-Mi-La pattern

a. sing songs with simple accompanimentb. Create and play simple accompanimentc. Render body percussion




March April May June

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Concepts Beat and Silent beat Same and Different Rhythm and Movement Getting Louder and Softer

CC- Woman’s History Month

Rhythm Getting Faster/Getting Slower Beats in sets of 2 and 3

CC: Spring Songs, Jazz History Month

AB and ABA form Pitch

CC: Memorial Day

Closing Activities

Suggested Materials/Activities

a. Move to, Clap, Sing and Play to beat and silent beat (rest)

b. Create beat and silent beat

a. Identify same and different call and response

b. Play, sing and clap using same and different

a. Create rhythm and move to itb. Listen to rhythms and create

movement

a. Sing, hear, clap, speak, play getting louder and softer

a. Clap, sing and play 1 & 2 Sounds on a beat

a. Sing, speak, and play to a variety of tempos

b. Respond to tempo changes through movement

a. Clap, Play and Echo patterns in 2 and 3

b. Create rhythm patterns using long and short sounds

a. Sing, and play in AB and ABA form

a. improvise using high and low pitches

Year end review




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PACING GUIDE____________________________________________________________________________________________________________

SECOND GRADE

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Second Grade Pacing Guide

September October NovemberConcepts Introduction and Classroom

Procedure Steady Beat, Strong Beat and

Melodic Rhythm High and Low Rhythm Patterns


Rhythm Notation Instrumental Tone Color Loud and Soft Call and Response

Folk and Orchestral Instruments Crescendo/Decrescendo Beat/Strong Beat


Activities a. Move, play and clap to a steady beat

b. Identify melodic rhythmc. Sing melodic rhythm

a. Practice seeing, hearing, playing and moving to high and low

b. Play, sing and respond to upward and downward melodic direction

a. Use simple rhythmb. Identify and use long and short

soundsc. Sing, play and clap simple

rhythm patterns

a. Draw and label simple rhythms using quarter, half, eighth notes and quarter rest

a. recognize and use families of classroom instruments

b. compare instruments

a. Move, play clap and sing to loud and soft.

b. Identify listening examples of loud and soft

a. play and sing using call and response

b. discuss same and different

a. recognize by sound and pictures the families of orchestral instruments

a. use crescendo and decrescendo terms and symbols

b. sing, play and move to crescendo and decrescendo

a. Practice simple two and three meter rhythms

b. Show strong beat in two and three meter rhythms




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December January FebruaryConcepts Pitch

Tone Color Rhythm Seasonal Music

Review and Reinforcement Beats in sets of 2 &3 and Accent Pitch- Up, Down


Instrumental Tone Color Rhythm Pitch Texture


Activities a. Identify the term “pitch”b. Identify and use syllables and

hand signals

a. Sing and speak effectivelyb. Contrast singing and speaking

voicesc. Sing in tune (C-C’)

a. Clap, play and sing simple rhythms using quarter, half, eighth notes and quarter rest

a. Practice simple two and three meter rhythms

b. Show strong beat in two and three meter rhythms

a. Practice seeing, hearing, playing and moving to high and low

b. Play, sing and respond to upward, downward melodic direction

a. Recognize families of instruments by name and sounds.

b. Compare instruments

a. Use simple rhythmsb. Draw and label simple rhythms,

using quarter, half, eighth notes and quarter rest

a. Identify and use pitch syllables and hand signals

a. Review performing songs with simple accompaniment

b. Play pitched accompaniment and ostinato




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March April May JuneConcepts Same and Different

Rondo form Rhythm Pitch

CC: Woman’s History Month

Brass Instruments Tone Color Rhythm

CC: Spring Songs, Jazz Month, MIOSM

Form- AB and ABA Same and Different

Closing Activities

Activities a. Sing and label same and different sections

a. Sing multiple verses and verse refrain songs

b. Listening for recurring “A” section in rondo form

a. Practice showing 2 and 3 beat meter

b. Write using simple rhythms.

a. Identify and use pitches that move upward, downward and repeat.

a. Recognize by seeing and hearing Brass instruments

a. Sing and speak effectively

b. Contrast singing and speaking voices.

c. sing in tune (C-C’)

a. Write using simple rhythms

b. Play rhythms in 2 and 3 beat meter

a. Sing, hear and identify sings in AB and ABA form

a. Label different sectionsb. Sing, hear, and identify

songs ins AB and ABA form

c. Sing multiple verse and multiple refrain song

d. Listen for recurring “A” sections

Year end Review




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PACING GUIDE____________________________________________________________________________________________________________

THIRD GRADE

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September October NovemberConcepts 3 ways of using rhythm

Strong beat Melodic rhythm High and low


Tempo Pitch Tone color

Instrumental tone color Identify and use dynamic markings Strong beat/meter


Activities a. Review beat/strong beatb. Introduce melodic rhythm

a. Review High and Low sounds

a. Clap, play, sing to different rhythmic patterns

b. Review quarter, half and eighth notes and quarter rest

a. Identify tempo as speed of the beatb. Use tempo changes within a

compositionc. Use tempo as an expressive toold. Sing, play and move to different

tempos

a. Identify melody moving upwards and downwards

b. Sing and play melodies that are moving upwards and downwards

a. Use various vocal tone colors for expressive purposes

b. apply techniques of good singing in the classroom

a. Hear and label specific orchestral, folk, and classroom instruments.

a. Practice identifying and using piano/forte

b. Hear, speak, sing, move and respond to loud and soft dynamics

a. Use, move to and play rhythms in two, three, and four meter rhythm

b. Identify and practice the strong beats in each meter

Assessment Perform CreateWriteTeacher observation

Perform CreateWriteTeacher observation


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Third Grade Pacing Guide


Concepts Pitch names Meter Seasonal Music

Review and Reinforcement Mood music Up, down, repeat and leap (skip)


Music of African Americans Dynamics Rhythm Texture

Black History Month

Activities a. Identify line notes and space notes

b. Introduce the pitch names of the lines and spaces

a. Listen to and perform in two and three meter rhythm

a. Listen, sing and respond to ballads, spirituals, echo songs, and call and responses

b. Discuss differences in stylistic elements and the moods they create

a. Identify upward, downward, repeat, and leap (skip)

b. Sing and play pitches upward, downward, repeat, and skip

a. Use recordings, instruments, voices and body percussion to experience music of African Americans

a. Review and use a variety of dynamics

b. Introduce and use mezzo piano and mezzo forte

a. Draw and label simple rhythms using the dotted-half note and whole note

b. Clap, play and sing using different rhythm patterns

a. Say, sing, play and listen to melody alone, melody with chordal accompaniment and ostinato accompaniment

b. Sing, hear and speak canons




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March April May June

Concepts Phrases Rhythm Tempo Pitch


Melodic Shape Recorder Introduction, interludes

and codaCC: Spring Songs, Jazz Month, MIOSM

Form Dynamics Tempo

Closing Activities

Activities a. Sing and identify phrases through movement

b. Improvise question and answer phrases

a. Use, move to and play simple rhythms in two, three, and four meter.

b. Draw and label simple rhythms using the dotted half note and whole notes.

a. Use tempo changes within a composition

b. Use tempo as an expressive toolc. Sing, play and move to different

temposa. review staff and note namesb. echo and play G, A, B on

classroom instrumentsc. Practice identifying G, A, B on

staff and keyboard

a. compare melodic shapes

b. Move to, Sing and play different melodic contours

a. Sing and play songs with phrases

b. Identify phrases through movement

a. Sing and review all forms covered earlier in the year.

a. Practice identifying and using piano/forte

b. Hear, speak, sing, move to and respond to loud and soft dynamics

c. Review crescendo, decrescendo, and accent marks

a. Use tempo changes within a composition

b. Use tempo as an expressive tool

c. Sing, play, and move to different tempos

Year End Review




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PACING GUIDE____________________________________________________________________________________________________________

FOURTH GRADE

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September October November

Concepts Introduction and classroom Procedures

Beat- Rhythm Tone Color Dynamics


Form Rhythm Tone Color

Tempo Tone Color Form

CC: Native American Heritage Month, Thanksgiving

Activities a. Review beat, strong beat and melodic rhythms

b. Continue to use, move to and play simple rhythms in 2, 3 and 4 meter

a. Hear and discuss vocal performance

b. Continue to use various vocal tone colors for expressive proposes

c. Apply techniques of good singing in the classroom

a. Identify and use dynamic markings of piano, mezzo piano, mezzo forte, forte, crescendo and decrescendo

a. Sing , play and hear call and response

a. Play, sing 4/4 meterb. Introduce syncopation

a. Hear and label specific wind instruments

b. Continue to use various tone colors for expressive proposes

a. Review using tempo as an expressive tool

b. Sing, and play music using adagio, andante, moderato, allegro and presto

c. Hear and label instruments from various families

d. Compare folk instruments related to the woodwind family

a. Hear, perform and aurally identify verse and refrain

b. Identify Repeat sign, introduction, interlude and coda

Assessment IdentifyLabelPerformCreateTeacher Observation

IdentifyLabelPerformCreateTeacher Observation


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Fourth Grade Pacing Guide


Concepts Texture Articulation Melody- pitch

CC- Various Holiday music

Review and reinforcement Rhythm Tone Color- String Instruments Melody- Pentatonic scale


Texture- Countermelody Tone color- Percussion Family Form- AB, ABA Rhythm


Activities a. identify Texture as layers of sound

b. Identify A cappella and accompaniment

c. sing, perform and identify melodic ostinato

a. Identify staccato and legatob. Label staccato and legato

phrases in music

a. Identify the pitch namesb. Identify and move to melodic

repeat, step and skip.c. Define and draw melodic shaped. Introduce and use Kodaly Hand

Signals

a. Introduce 16th notesb. Sing, play and write using whole,

half, dotted half, quarter, eighth and 16th notes and quarter and half rests

a. Hear and label specific string instruments

b. Listen to recordings of string instruments from different cultures

c. Compare tone qualities and playing techniques

a. Listen to, sing and improvise a do re mi so la melody

b. Use Kodaly hand

a. Sing, play and listen to music with counter melody.

a. Hear and label specific percussion instruments

a. Identify the form of songs using examples of AB, ABA

b. Aurally identify phrases, sections and the form of songs and various listening selections

a. play, sing and notate eighth and 16th note combinations




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March April May JuneConcepts Dynamics- pp, ff

Rhythm- meter Pitch- Tonality Form- Rondo


Tone color- vocal and instrumental ensembles

Form- Theme and Variation

Pitch- Pitch CC: Spring Songs, Jazz Month, MIOSM

Form- Round Rhythm- Meter Catch-up and Review

Closing Activities

Activities a. Identify pianissimo and fortissimo

b. Hear, practice and respond to dynamic variation

a. Say, sing, hear and play music in ¾ meter

b. Use conducting patterns

a. Identify major and minor b. Identify half and whole stepsc. Sing, hear, play and compare

music in major and minor tonalities

d. Introduce keyboards

a. Hear, play and perform music in rondo form

a. listen to and identify sounds in a variety of vocal and instrumental ensembles

b. Perform in an ensemble

a. Listen to and identify theme and variation

b. Perform theme and variation

a. Melodic improvisation on the pentatonic scale

a. Listen to and identify roundb. Sing and play using round

a. Sing and perform in 2, 3, and 4 meter

b. Continue to use, move to and play simple rhythms

Year End Review




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PACING GUIDE____________________________________________________________________________________________________________

FIFTH GRADE

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September October NovemberConcepts Introduction and classroom

procedures Beat- Rhythm Tone Color Dynamics


Form- Call and Response Texture-Partner songs Dynamics- Cresc. Decres. Rhythm- dotted quarter, eighth

note

Pitch- Direction Rhythm-Review Tone Color- Recorder and flute


SuggestedActivities

a. Review beat and strong beatb. Say, sing, hear and play music using

2, 3 and 4 meterc. Perform, identify and notate

syncopation

a. Identify and use good vocal tone quality

b. Apply techniques of good singing in the classroom

c. Sing alone and in groups

a. Review known dynamic markings (pp, p, mp, mf, f, ff)

b. Arrange in order of soft and loudc. Use dynamics for expressive purposes

a. Sing, play and hear call and response

a. Identify texture as layered soundsb. Sing, listen to and identify partner

songs

a. Sing, play, listen to and label crescendo and decrescendo

b. Create a sound piece using dynamic markings

a. Identify dotted quarter-8th note combination

b. Say, perform and notate dotted-quarter, 8th note combination

a. Practice identifying melodic direction, the letter names of the lines and spaces of the G-clef, and pitch syllables

b. Define pitch, melody, staff and g-clef.c. Identify highest and lowest sounds

a. Read, label, perform, and notate all previous rhythms learned, including- Whole note, dotted half note, half note, dotted-quarter note, quarter note, eighth note, 16th note.

a. Listen to and identify flute vs. recorder.

b. Compare and contrast types of flutes and recorders

Assessment

Identify/RecognizeLabel/CategorizePerformTeacher Observation



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Fifth Grade Pacing Guide

December January FebruaryConcepts 2 part singing

Pitch- Direction Form- ABA

Review and reinforcement Tone color- String Instruments Melody- Pentatonic scale


Texture- Countermelody Tone Color- Percussion family Form- ABA Rhythm


Activities a. Define harmony b. Sing or play 2 part songsc. apply techniques of good

singing

a. Perform the songs using letter names, pitch syllables and hand signs

b. Identify and use skip, step and repeat

a. perform songs in groups to identify ABA form

b. Play an accompaniment to reinforce ABA

a. Hear and label specific string instruments

b. Listen to recordings of string instruments from different cultures

c. Compare tone qualities and playing techniques

a. Listen to, sing and improvise a do re mi so la melody

b. Use Kodaly hand

b. Sing, play and listen to music with counter melody.

b. Hear and label specific percussion instruments

c. Identify the form of songs using examples of AB, ABA

d. Aurally identify phrases, sections and the form of songs and various listening selections

b. play, sing and notate eighth and 16th note combinations

Assessment Identify/RecognizeLabel/CategorizePerformTeacher Observation



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March April May JuneConcepts Melody- Tonality

Rhythm- dotted 8th 16th combination

Tone Color- Keyboard


Form-12 bar blues 2 part harmony compound meter Pitch- melodic

ornamentationCC: Spring Songs, Jazz Month, MIOSM

Dynamics Articulation Rhythm- meter and triplet Form- Melodic

Accompaniment

Closing Activities

Activities e. Identify major and minor f. Identify half and whole

stepsg. Sing, hear, play and

compare music in major and minor tonalities

h. Introduce keyboards

a. identify and echo dotted 8th

16th patternsb. sing and read from

notation

a. listen to and compare the tone color of a variety of keyboard instruments

a. listen to and perform the 12 bar blues

b. Discuss the characteristicsc. Define “Chord”d. Play and sing chords I, IV

and V

a. Sing in 2 part harmony

a. listen to and move to 5/4 meter

a. Identify term “scat”b. Practice singing “scat”

a. Practice using dynamics and articulation

b. Use dynamic and articulation markings

c. Listen to and analyze pieces with various articulations

a. listen to, read, sing and conduct pieces with triplets

a. listen to, sing and perform a melodic accompaniment

Year End Review

Assessment Identify/RecognizeLabel/CategorizePerformTeacher Observation



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PACING GUIDE____________________________________________________________________________________________________________

SIXTH, SEVENTH, EIGHTH GRADE

93

September October November/December

Module Careers in Music Musical Theory and Fundamentals Singing in unison and partsConcepts Vocal Tone Color

Melodic Direction Expressive Qualities


Rhythm Melody Form Texture Expressive qualities

Melody Texture/Harmony


SuggestedActivities

a. Learning about vocal performers

b. Discuss Copyright issuesc. Explore the history of recordingd. Follow the process of making a

compositione. Write an original songf. Create a techno mix

a. Explore rhythm using a variety of notes and rests

b. Learn about melodyc. Discover chords and tonalityd. Play accompanimentse. Create rhythmic and melodic

compositionsf. Improvise rhythm and melodies

within a context

a. Sing in unison b. Learn about the changing voicec. Learn part singingd. Learn to sing as a choral groupe. Perform cultural music

Assessment ExploreDemonstratePerform CompareContrastCreate

PerformWriteIdentifyRecognizeLabelCreate

PerformIdentifyRecognizeLabel

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Sixth, Seventh, Eighth Grade Pacing Guide


January February March/AprilModules Historical Context and Style Percussion Ensembles America’s Popular Styles and PerformersConcepts Timber/Tone Color

Form Expressive Qualities Melody Texture/Harmony


Timber/Tone Color Expressive Qualities Rhythm


Timber/Tone color Expressive qualities Rhythm


Activities a. Explore music and composers through time

b. Learn about instruments through history

c. Learn and perform traditional dancesd. Explore Operae. Lear about nationalism and program

musicf. Discover Pop music in the

Renaissance Era

a. Perform in the African hand clapping tradition

b. Perform Cultural musicc. Create ensembles and instruments

out of found soundsd. Arrange ensemblese. Learn to play a variety of percussion

instrumentsf. Learn about instruments made from

a variety of sources

a. Explore personal style in musicb. Perform cultural musicc. Learn about the varied instruments

used in pop musicd. Learn about pop singers and playerse. Explore dance styles associated with

pop musicf. Explore the history of Jazzg. Learn about Rock-n-Rollh. Learn about Reggae, Rhythm and

Blues and the Latin sound

Assessment IdentifyRecognizePerformWriteCategorizeLable

Identify Recognize PerformWriteCategorizeLabelCreate

IdentifyRecognizePerformWritecreate

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May May (alternate) JuneModuel Playing the Keyboard Guitar Unit Year end review and Closing Activities

Concepts Timbre/tone color Expressive qualities Melody Harmony

Melody Timbre/ Tone color Texture/Harmony Form Rhythm

Rhythm Melody Texture/harmony Expressive qualities Timber/tone color

Activities a. Learning about the history of the piano

b. Play a one chord songc. Play and experiment with

improvisationd. Play I IV V chords to

accompanimente. Learn about the history of pipe

organs and hear an example (keyboard unit)

f. Discover the evolution of Electronic keyboards

g. Play pop and Jazz

a. Learn the history of the guitarb. Accompany a simple song with 2

or more chordsc. Experience the various sounds of

the different types of acoustic guitar

d. Play in the 12 bar blues stylee. Experience the various types of

electric guitarsf. Sing while playing an

accompaniment

Sing, Play and perform to a variety of activities used throughout the school year

Assessment PerformWriteIdentifyRecognize

PerformWriteIdentifyRecognize

Perform

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RUBRIC____________________________________________________________________________________________________________

KINDERGARTEN – EIGHTH GRADE

97

Music K-8 Curriculum Grading Rubric

SATISFACTORY UNSATISFACTORY

State Standards Advanced Proficient Basic Below Basic

Kindergarten - 5th Grade OUTSTANDING HIGHLY SATISFACTORY SATISFACTORY NEEDS

IMPROVEMENT

6th - 8th Grade A B C D-F

BASIC ELEMENTSIdentify and use the elements: Rhythm, Dynamics, Melody, Harmony, Texture,

Tone Color and Form.

Identify and use most of the elements: Rhythm, Dynamics, Melody, Harmony,

Texture, Tone Color and Form.

Identify and use some of the elements: Rhythm, Dynamics, Melody, Harmony,

Texture, Tone Color and Form.

Has difficulty identifying and/or using the elements: Rhythm, Dynamics, Melody, Harmony, Texture, Tone

Color and Form.

MOTOR SKILLS

Identify and use the following motor skills: Striking, Scraping, Shaking,

Clapping, Stomping, Walking, Running, Galloping, Skipping, Snapping and

Patting,.

Identify and use most of the following motor skills: Striking, Scraping, Shaking, Clapping, Stomping, Walking, Running,

Galloping, Skipping, Snapping and Patting,.

Identify and use some of the following motor skills: Striking, Scraping, Shaking, Clapping, Stomping, Walking, Running,


Has difficulty identifying and/or using the following motor skills: Striking,

Scraping, Shaking, Clapping, Stomping, Walking, Running,


VOCABULARYThe student will be able to understand and

use targeted/appropriate grade level vocabulary as it relates to Music.

The student will be able to understand and use most of the targeted/appropriate grade

level vocabulary as it relates to Music.

The student will be able to understand and use some of the targeted/appropriate grade

level vocabulary as it relates to Music.

Has difficulty understanding and/or using targeted/appropriate grade level

vocabulary as it relates to Music.

MATERIAL USEThe student will demonstrate appropriate procedures for using instruments, books

and other musical materials without teacher assistance.

The student will demonstrate appropriate procedures for using instruments, books

and other musical materials with minimal teacher assistance.

The student will demonstrate appropriate procedures for using instruments, books and other musical materials with teacher

assistance.

The student has difficulty demonstrating the appropriate

procedures for using instruments, books and other musical materials.

MUSIC HISTORY/CULTURE

The student will be able to participate in discussions about musical artists,

composers and musical styles from different time periods without teacher

interaction.


composers and musical styles from different time periods with minimal

teacher interaction.


composers and musical styles from different time periods with teacher

interaction.

The student does not participate in discussions about musical artists,

composers and musical styles from different time periods.

AESTHETICS/CRITICAL RESPONSE

The student can participate in discussions about music using the processes of

criticism and analysis without teacher interaction.

The student can participate in discussions about music using the processes of criticism and analysis with minimal

teacher interaction.

The student can participate in discussions about music using the processes of criticism and analysis with teacher

interaction.

The student does not participate in discussions about music.

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GLOSSARY____________________________________________________________________________________________________________

100

Harrisburg School District

GlossaryA

A Cappella Choral music performed without instrumental accompaniment.

Accelerando Getting faster.

Accent The emphasis on a beat resulting in that beat’s being louder or longer than another in a measure.

Adagio Quite slow.

Aerophone Instrument that produces sound by using air as the primary vibrating means, such as a flute, whistle, or horn.

Agitato Agitated or restless.

Alla Breve See Cut Time.

Allegro Fast, cheerful.

Alto Lowest of the female voices.

Andante Moderately slow or walking pace.

Augmentation Expanding the duration of a note, usually to twice its value.

BBar Line A vertical line on the staff marking off a measure.

Blend The sound of individual tone colors merging together.

Blues Scale An eight-pitched scale in which the third, fifth, and seventh notes are lower than those of the major scale.

101

Brass Family Musical instruments made of brass or other metal, including the trumpet, horn, trombone, and tuba.

CCall and Response A form in which the call is often a solo and the response is often a word or

phrase repeated with the same or similar music.

Chord Three or more pitches sounding together.

Conductor The leader of a choir, band, or orchestra.

Contrast Musical ideas that are new or different from those already heard.

Crescendo A gradual increase in the loudness of sound.

Create To produce works in the arts using materials, techniques, processes, elements, principles and analysis. (Definition from the Academic Standards for the Arts and Humanities)

Culture The way of life of a group of people, including customs, beliefs, arts, institutions and worldview. Culture is acquired through many means and is always changing. (Definition from the Academic Standards for the Arts and Humanities)

DDiction How words are pronounced.

Dotted Note A note with an added dot; the dot increases the duration of the note by half its value.

Dulcimer A stringed instrument, on which the player plucks the strings or strikes them with hammers to produce sound.

Duple Meter Beats grouped in sets of two.

Dynamics The varying degrees of softness or loudness of sound.

EEighth Note - A note one eighth as long as the sound of a whole note; two

sounds per beat

FFlat - A symbol indicating that a tone is to be lowered.

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Form The overall structure and design of a musical composition.

Forte – f Loud.

Fortissimo – ff very loud.

GGenre A type or category of music. (e.g. opera, oratorio; theatre –

tragedy, comedy)

HHalf Note - A note one half as long as the sound of a whole note; one

sound lasting two beats.

Half Rest - An interval of silence lasting as long as a half note.

Humanities The branch of learning that connects the fine arts, literature, languages, philosophy and cultural science. The humanities are concerned with the understanding and integration of human thought and accomplishment. (Definition from the Academic Standards for the Arts and Humanities)

IImitation The repeating of a melody, rhythm, or harmony by another

instrument or voice.

Improvisation Spontaneous creation requiring focus and concentration. (Definition from the Academic Standards for the Arts and Humanities)

Interval The musical distance between two pitches.

JJazz Music created by African Americans and based on aspects

of the blues and spirituals.

LLegato Smooth and connected.

M

103

Major Scale Eight notes organized according to a pattern: Whole step (W), W, Half step (H), W, W, W, H.

March A form of music characterized by a strong steady beat, the use of accents, and repeated and contrasting sections, usually performed by a band.

Measure A set or grouping of beats between bar lines.

Melodic Contour The upward or downward movement, or shape, of a melody.

Melodic Rhythm The rhythm pattern of the words or melody of a musical composition.

Meter The grouping of beats within a measure, as shown by the meter signature.

Meter Signature (Time Signature) The two numbers on the staff at the beginning of a musical composition that show how many beats are in a measure and what type of note represents the steady beat.

Minor Scale Eight pitches organized according to a pattern: W, H, W, W, H, W, W.

NNatural - A symbol indicating the removal of a sharp or flat from a

particular pitch.

OOctave The musical distance up or down between two pitches of

the same name.

Opera A drama with scenery and costumes, in which all or most of the words are sung to the accompaniment of an orchestra.

Ostinato A repeated melodic or rhythmic pattern.

PPartner Songs Two or more songs that can be performed together to create

harmony.

Pentatonic Scale A scale based on five pitches, example D F G A C.

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Percussion Family Musical instruments that are struck to produce a sound, including the drum, cymbal, xylophone, tambourine, and piano.

Phrase A complete musical idea.

Piano – p Soft.

Principles Essential assumptions, basic or essential qualities determining intrinsic characteristics. (Definition from the Academic Standards for the Arts and Humanities)

QQuarter Note - A note one quarter as long as the sound of a whole note;

one sound lasting one beat.

RRange The pitch distance between the lowest and highest notes of

a melody.

Register The general low or high pitch range of an instrument or voice.

Repetition Restating a melody, rhythm, or harmony.

Ritardando – rit. A gradual slowing of the beat.

Rondo A musical form that uses alternating repetitions of the main theme with two or more contrasting sections.

Root The pitch on which a chord is built.

Round A composition in which a melody is stated, then is repeated exactly by other parts, starting at different times, creating a polyphonic texture.

SScore The written notation of a musical composition, showing all

the parts to be played or sung.

Sharp - A symbol indicating that a tone is to be raised one half step.

Soprano Highest voice.

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Spirituals Religious songs created by African Americans in the 19th and 20th centuries.

Staccato Short and separated.

Staff A chart of five lines and four spaces on which music is written.

Steady Beat The underlying beat or pulse.

Stepwise Motion The motion of a melody containing pitches that are adjacent to each other.

String Family Musical instruments that are made of wood and have strings that are bowed or plucked, including the violin, viola, cello, and bass.

Style A distinctive or characteristic manner of expression.

Syncopation A rhythm pattern that places emphasis on beats that are not normally accented, giving a catchy, uneven sound.

TTempo The speed of the beat.

Tenor Lower voice.

Ternary Form – ABA The structure of a musical composition in three parts with repetition following one contrast.

Texture The way in which melody and harmony are combined to create layers of sound.

Timbre A unique quality of sound. (Definition from the Academic Standards for the Arts and Humanities)

Theme and Variation A musical form in which the theme is repeated and varied.

Tie A curved line that combines the duration of two notes of the same pitch.

Tone Color The unique sound of an instrument or voice.

Tonic Chord A chord with the first pitch of a scale as its root.

Tradition Knowledge, opinions and customs a group feels is so important that members continue to practice it and pass it onto other generations.

106

Triple Meter Beats grouped in sets of three.

Triplet Three equal notes of the same duration as one quarter note.

UUnison Two or more instruments or voices playing or singing the

same notes at the same time.

VVariation Changing or altering a musical idea.

Vocable Sung sound that is not a word.

W

Whole Note - A note that receives four beats.

Whole Rest An interval of silence lasting as long as a whole note.

Woodwind Family Music wind instruments originally made of wood, that include the flute, oboe, clarinet, bassoon, and saxophone.

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