Quarter 2 Checklist: 1st Grade Domain Map & Instructional Overview MUSIC October 28 – January 17 Listening and Understanding Musical Terms and Concepts Composers

____Know that a composer is someone who writes music.

____Become familiar with Wolfgang Amadeus Mozart as a composer who wrote what is known as classical music

____Listen to the Allegro (first movement) from A Little Night Music (Eine kleine Nachtmusik). Orchestra

____Become familiar with the families of instruments in the orchestra: strings, brass, woodwinds, percussion.

____Know that the leader of the orchestra is called the conductor.

____Listen to Sergei Prokofiev, Peter and the Wolf.

Songs • No CK Requirements

• Holiday Music

Cross Curricular References: By using musical interpretation, theory and song, the following will be reinforced: Geography Early World Civilization:

____Explain why writing is important to a civilization

____Explain why rules and laws are important to the development of a civilization

____Understand that a civilization evolves and changes over time Early American Civilization

____Understand that the Maya developed large cities or population centers in the rainforests of Mexico and Central America many, many years ago

____Understand the significance of the Mayan calendar

____Describe the significance of the stars and planets to the Maya Science: Matter

____Water as an example of changing states of matter in a single substance Language Arts Poetry

____Write a Poem

Mathematics Patterns and Classification:

____Recognize patterns Measurement:

____Time

State Standards: Listening to, analyzing, and describing music Standard 6 ____1.6.1 Depict changes such as from fast to slow or soft to loud through using movement, verbal description, or symbols. ____1.6.2 Identify the sound of high versus low pitches by using hand motions. ____1.6.3 Use musical terms for ‘loud’ (forte) or ‘soft’ (piano). ____1.6.4 Identify the sound of an orchestra as opposed to that of a choir or brass ensemble. ____1.6.5 Use movements to show the meaning of the terms crescendo (gradually louder) and decrescendo (gradually softer).

STUDENT VOCABULARY:

____Brass

____Classical Music

____Composer

____Conductor

____Orchestra

____Percussion

____Strings

____Woodwinds

Class:

Quarter 2 Checklist: 2nd Domain Map & Instructional Overview MUSIC October 28 – January 17 Listening and Understanding Musical Terms and Concepts A. The Orchestra Review families of instruments: ____strings, ____brass, ____woodwinds, ____percussion. Become familiar with instruments in the string family:

____Violin

____Viola

____Cello

____double bass Listen to Camille Saint-Saëns, from Carnival of the Animals:

____ “The Swan” (cello)

____ “Elephants” (double bass) Listen to Antonio Vivaldi:

____The Four Seasons Become familiar with instruments in the percussion family:

____drums (____timpani, ____snare),

____xylophone, ____wood block, ____maracas, ____cymbals, ____triangle, ____tambourine

Listen to Carlos Chavez:

____Toccata for Percussion, third movement. B. Keyboard Instruments Recognize that the piano and organ are keyboard instruments Listen to a variety of keyboard music, including:

____Wolfgang Amadeus Mozart, Rondo Alla turca from Piano Sonata K. 331

____Ludwig van Beethoven, Für Elise

____Felix Mendelssohn, from Songs without Words, “Spring”

Songs • Holiday Performance Songs

Cross Curricular References: By using musical interpretation, theory and song, the following will be reinforced: History/Geography War of 1812 :

____Fort McHenry

____Francis Scott Key

____ “Star Spangled Banner” Westward Expansion:

____Pioneers head west

____Trail of Tears Civil War:

____Controversy over Slavery

____Harriet Tubman

____North vs. South

Science Simple Machines:

____Wheel and Axle

____Friction

Living Non-Living:

____Animal

____Vegetable

____Mineral Visual Arts Abstract Art:

____Abstract representation of animals in Saint-

Saens’ Carnival of the Animals

Student Vocabulary: ____Brass

____Cello

____Cymbal

____Double bass

____Drums

____Keyboard

____Organ

____Percussion

____Piano

____Strings

____Tambourine

____Timpani

____Triangle

____Viola

____Violin

____Woodwinds

____Xylophone

State Standards: Composing and arranging music within specified guidelines Standard 5 2.5.1 Create a short phrase or melody with the teacher’s guidance. 2.5.2 Arrange a short piece using a variety of sounds from traditional or non-traditional sources. 2.5.3 Help create a piece that could accompany a poem or introduce a play. Listening to, analyzing, and describing music Standard 6 2.6.1 Use movements to indicate changes in the music being heard. 2.6.2 Assemble a collection of musical terms and their meanings. 2.6.3 Identify by sight and sound the types of families of instruments. 2.6.4 Use movement to indicate what is meant by the terms crescendo, decrescendo, andante and allegro. Standard 9 2.9.1 Compare two compositions. 2.9.2 Discuss proper audience behavior for different styles of music.

State Standards: Listening to, analyzing, and describing music Standard 6

____3.6.1 Diagram musical forms such as AB or ABA.

____3.6.2 Use movement to indicate changes in the form of the music, and talk about those changes.

____3.6.3 Write a glossary of musical terms.

____3.6.4 Identify various instruments by sight or sound.

____3.6.5 Use movements to demonstrate understanding of the musical events being heard. Understanding relationships between music, the other arts and disciplines outside the arts Standard 7

____3.7.1 Compare and contrast two or more meanings of terms used in the arts.

____3.7.2 Relate ideas learned or discussed in music to other situations in life. Evaluating and critiquing music and music performances Standard 9

____3.9.1 Compare two or more performances and compositions.

____3.9.2 Discuss likes and dislikes of musical examples using familiar musical terms.

Quarter 2 Checklist: 3rd Domain Map & Instructional Overview MUSIC October 28 – January 17 Listening and Understanding Musical Terms and Concepts A. The Orchestra

Review families of instruments:

____Strings

____Brass

____Woodwinds

____Percussion

Become familiar with brass instruments:

____Trumpet

____French horn

____Trombone

____tuba

Become familiar with woodwind instruments

____flute and ____piccolo (no reeds)

____clarinet, ____oboe, ____bassoon (with reeds) B. Keyboard Instruments Recognize that the piano and organ are keyboard instruments Listen to a variety of keyboard music, including:

____Wolfgang Amadeus Mozart, Rondo Alla turca from Piano Sonata K. 331

____Ludwig van Beethoven, Für Elise

____Felix Mendelssohn, from Songs without Words, “Spring”

C. Listening

Claude Debussy:

____Prelude to the Afternoon of a Faun (flute)

George Gershwin:

____Opening section of Rhapsody in Blue (clarinet)

Wolfgang Amadeus Mozart

____selections from the Horn Concertos (French horn)

Listen to Gioacchino Rossini

____William Tell Overture, finale (trumpet)

Songs • No CK Requirements

Cross Curricular References: By using musical interpretation, theory and song, the following will be reinforced: History/Geography Geography of the Mediterranean region:

• ____Mediterranean Sea, Aegean Sea, Adriatic Sea • ____Greece, Italy (peninsula), France, Spain

The “decline and fall” of Rome: • ____Weak and corrupt emperors, legend of Nero fiddling as Rome

burns America: The Thirteen Colonies

• ____Middle Atlantic Colonies

Math ____Roman Numerals Language Arts More Myths and Legends of Ancient Greece and Rome

• Sayings and Phrases: ____ “When in Rome, Do as the Romans Do” & ____ “Cold Shoulder” & ____ “One rotten apple spoils the whole barrel” & ____ “The Show must go on”

Poem

____ Write a Thanksgiving Poem

Fiction: • ____Arabian Nights

Science Light and Sound

• ____Sound is caused by an object vibrating rapidly. • ____Sounds travel through solids, liquids, and gases. • ____Sound waves are much slower than light waves. • Qualities of sound

____Pitch: high or low, faster vibrations = higher pitch, slower vibrations = lower pitch

____Intensity: loudness and quietness • Human voice • ____Larynx (voice box) • ____Vibrating vocal cords: longer, thicker vocal cords create

lower, deeper voices • ____Sound and how the human ear works • ____Protecting your hearing

Student Vocabulary: ____Band: a group of musicians that play together

____Fanfare: a short bold musical work, usually with a ceremonial function

____Hoedown: a dance for everyone on a ranch.

Singing alone and with others Standard 1

____4.1.4 Sing memorized songs that reflect American culture as well as other cultures. Listening to, analyzing, and describing music Standard 6

____4.6.1 Diagram musical forms such as AB, ABA, or rondos.

____4.6.2 Identify by sight and sound various instruments.

____4.6.3 Use movement to represent the musical characteristics and changes of a work as they are heard.

____4.6.4 Keep a record of newly learned musical terms. Understanding relationships between music, the other arts and disciplines outside the arts Standard 7

____4.7.1 Compare and contrast two or more meanings of terms used in the Arts, such as unity, variety, repetition, and contrast.

Student Vocabulary:

____Alto

____Baritone

____Bass

____Mezzo-Soprano

____Soprano

____Tenor

____Timbre

Quarter 2 Checklist: 4th Domain Map & Instructional Overview MUSIC October 28 – January 17 Listening and Understanding Musical Terms and Concepts A. The Orchestra

____Review the orchestra, including ____families of

instruments and ____specific instruments to the

Orchestra.

B. Vocal Ranges

Recognize vocal ranges of the female voice:

____high = soprano

____middle = mezzo soprano

____low = alto

Recognize vocal ranges of the male voice:

____high = tenor

____middle = baritone

____low = bass

C. Listening

Benjamin Britten:

____The Young Person’s Guide

Songs

Holiday Music for Winter Performance

Cross Curricular References: By using musical interpretation, theory and song, the following will be reinforced: History/Geography Civil War:

____Culture

____The Legend of Sleepy Hollow World: Europe in the Middle Ages

Gregorian Chant

____Guillaume de Machaut (1340-1377)

____Johannes Ockeghem(1420-1496)

____Josquin des Pres (1450-1521)

____Thomas Tallis (1505-1585)

Math Language Arts Science The Respiratory System:

____process of taking in oxygen and getting rid of Carbon Monoxide

____Nose, ____ throat, ____larynx (voice box), and ____trachea (wind pipe)

____Lungs

____Diaphragm

Art Art of the Middle Ages in Europe

____Donatello

Singing alone and with others Standard 1

____5.1.1 Sing warm-ups that stress diction, posture, and an appropriate singing tone.

____5.1.2 Sing a round with appropriate dynamics, phrasing and interpretations. Maintain an independent part and keep a steady beat.

____5.1.3 Sing a memorized song in a foreign language.

____5.1.4 Follow the conductor. Listening to, analyzing, and describing music Standard 6

____5.6.2 Discuss similarities and differences between music of various styles and cultures. Understanding relationships between music, the other arts and disciplines outside the arts Standard 7

____5.7.2 Describe ways that music is related to other subjects. Understanding music in relation to history and culture Standard 8

____5.8.1 Identify familiar works by composers such as Aaron Copland and George Gershwin.

____5.8.2 Describe the use of musical elements in music from other parts of the world and compare it to the uses of musical elements in American music. Evaluating and critiquing music and music performances Standard 9

____5.9.1 Help write a class rubric or another

evaluative tool to be used for evaluating musical works and performances.

____5.9.2 Use appropriate terms to explain your preferences for musical works and styles.

____5.9.3 Evaluate the quality of your own and others’ works and performances.

Student Vocabulary: ____Choral: relating to a chorus or choir ____Incidental Music: music used in a play or film to create mood or enhance the dramatic action. ____Lute: A stringed instrument related to the guitar, but with its own distinctive timbre. It was the most popular solo instrument in Renaissance. ____Overture: An instrumental piece played before the start of a dramatic work such as a play or opera, sometimes introducing musical ideas to be heard later in the work. ____Scherzo: “joke;” an energetic, rhythmically driven piece (or movement), often lighthearted and often in a meter of three. ____Symphony: a musical piece for a large orchestra; usually consisting of four movements or sections.

Quarter 2 Checklist: 5th and 6th Domain Map & Instructional Overview MUSIC October 28 – January 17 Listening and Understanding Musical Terms and Concepts A. Composers and Their Music

• ____Ludwig van Beethoven, Symphony No. 5 • ____Modest Mussorgsky, Pictures at an Exhibition (as orchestrated by

Ravel) B. Musical Connections

• Music from the Renaissance: ____Choral works of Josquin Desprez ____Lute songs by John Dowland

• Felix Mendelssohn: A Midsummer Night’s Dream:

____Overture, ____Scherzo, and ____Wedding March Songs

Holiday Music for Performance

Cross Curricular References: By using musical interpretation, theory and song, the following will be reinforced: History/Geography Civil War:

____Culture

____The Legend of Sleepy Hollow World: Europe in the Middle Ages

Gregorian Chant

____Guillaume de Machaut (1340-1377)

____Johannes Ockeghem(1420-1496)

____Josquin des Pres (1450-1521)

____Thomas Tallis (1505-1585)

Math Language Arts Science The Respiratory System:

____The Process of taking in oxygen and getting rid of Carbon Monoxide

Parts of the body related to the respiratory system:

____Nose

____Throat

____larynx (voice box)

____Trachea (wind pipe)

____Lungs

____Diaphragm

Art Art of the Middle Ages in Europe

____Donatello

Quarter 2 Checklist, Kindergarten Domain Map & Instructional Overview MUSIC October 28 – January 17 Listening and Understanding Listening and Understanding

• Recognize the following instruments by sight and sound (timbre):

____Guitar

____Piano

____Trumpet

____Flute

____Violin

____Drum

• Become familiar with the following works:

____Edvard Grieg, “Morning” and “In the Hall of the Mountain King” from Peer Gynt

____Victor Herbert, “March of the Toys” from Babes in Toyland

____Richard Rodgers, “March of the Siamese Children “from The King and I

____Camille Saint-Saëns, Carnival of the Animals

Songs • ____Twinkle Twinkle Little Star

• ____Jingle Bells

Cross Curricular References: Language Arts Stories:

• ____The Bremen Town Musicians

Visual Arts Elements of Art: Line

____Katsushiki Hokusai, Tuning the Samisen Looking and Talking about Works of Art:

____Henry Ossawa Tanner, The Banjo Lesson

By using musical interpretation, theory and song, the following will be reinforced: Geography and History Native Americans:

____The culture of Native Americans

____What their beliefs and stories were/are

Language Arts Kings and Queens:

____Identify and describe royal objects associated with a king or queen

____Explain that kings and queens still exist today, but that there were many more kings and queens long ago

____Recite “Old King Cole”

____Recite “Sing a Song of Sixpence” Science Seasons and Weather:

____The sun: source of light and warmth

____Snow and snowflakes, blizzards

STUDENT VOCABULARY:

____Drum

____Flute

____Guitar

____Instrumental

____Piano

____Trumpet

____Violin

____Vocal

State Standards Understanding relationships between music, the other arts, and disciplines outside the arts Standard 7

____K.7.1 Use terms such as: plain or fancy, same or different, bright or dark, in music class and art class.

____K.7.2 Talk about how music class is similar to or different from other classroom activities.