Updated 5/5/2023HUMLE ISD ELEMENTARY MUSIC

TABLE OF CONTENTS – Rough Draft

I. Humble ISD Elementary Mission and Vision

II. Curriculum (one color of paper)Learning StatementCurriculum Scope and Sequence(Composers)Curriculum ResourcesAssessments(Curriculum Connections)

(III. Elementary Music Specialists Handbook (another color of paper)Instructional ResponsibilitiesInventory Lists CampusTextbooksInstrumentsLearning Resources ListtSoftware

Supplemental ResourcesOther SchoolsMusicals

IV. The Curriculum Committee

Camille DiTusaMichele HeilemanAllison JanesJonathan KaciubaDr. Debbie McKinney, Elementary Music FacilatorLinda PeoplesKelly Shellnutt

FormsCalendar

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Updated 5/5/2023 HUMBLE ISD ELEMENTARY MUSIC MISSION AND VISION

MISSION STATEMENT:

Our purpoase, in partnership with families and community, is to develop each child intelllectually, artistically, emotionally, physically, and socially so that all students are life-long learners, complex thinkers, responsible global citizend and effective communicators.

VISION STATEMENT:

We envision schools where students and staff are enthusiastically engaged in learning within local and virtual environments. We see schools that encourage collaboration and cultivate a sense of belonging. We see learning standards that are rigorous and relevant. We see learning standards that inspire creativity and problem solving. Ultimately, we see schools that prepare students for many paths and that emposer them with skills to successfully live in a rapidly changing world.

ELEMENTARY MUSIC PHILOSOPHY STATEMENT OF PURPOSE:

The purpose of Elementary Music in Humble ISD is to engage the mind, heart, and body of each child by providing an essential piece for his/her comprehensive education. Music, a universal language, encourages lifelong learning by:

Cognitive/ Academic Development Artistic Development Personal/emotional Affective Development

Social Development Physical Deveopment

Promoting critical thinking and higher level thinking skills

Making students responsible for their own learning

Providing a creative outlet Providing students the opportunity for cooperative learning and team building

Strengthing gross motor and fine motor skills

Authentic learning Producing something personal that is of value

Building confidence Fostering respect of other people’s cultures

Connecting students to history and spans of generations

Teaching spacial and sequencial learning; organizational skills through creative learning

Empowering students to recogize music as a venue for creativity, self expression,

Giving students a way to invest in themselves

Enabling verbal and nonverbal communication

Teaching multi-tasking & enhances gross motor/fine motor skills

Teaching children the value the arts have in their daily lives.

Developing emotional maturity and the ability to receive constructive criticism

Reaching all students despite learning differences

Increasing and motivating the pursuit of excellanceCreating a sense of belonging

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Updated 5/5/2023 HUMBLE ISD ELEMENTARY MUSIC CURRICULUM OVERVIEW

PREFACE:

SEQUENCE TO LEARNING MUSIC

Kodaly Feierabend OrffStep 1 Prepare Rote level – Echo Neutral syllables ImitationStep 2 Present Rote level – pitch and rhythm syllables ExplorationStep 3 Practice Decode – familiar/unfamiliar

Create - improvisedRead – familiar/unfamiliarWrite familiar/unfamiliar

Create composed

Literacy

THE HUMBLE ISD ELEMENTARY MUSIC STUDENT WILL:Hear it firstThen Sing

Then UnderstandThen Read and Write

Then Create

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Updated 5/5/2023 HUMBLE ISD ELEMENTARY MUSIC OVERVIEW/SCOPE & SEQUENCE

K (if applicable) 1ST 2ND 3RD 4TH 5THPitch/Melody High /low

Same/different Up/down Reading

graphics

So Mi La Up/down –

melodic direction

Lines and Spaces Do Re Pentatonic scale

Low La Low So High Do

Ti Fa Absolute pitch Introduce Key of

C, F, and G (1st semester)

Identify Key of C, F, and G (2nd semester)

La- minor Major vs. minor

Rhythm Recognized tracking (reading music left to right)

Beat Long/short

- Quarter note - Quarter rest ♫- Eighth notes

(beamed) Steady beat vs.

rhythm

h. - Dotted half note

h - Half note Half rest Tied notes Simple meter Barline/note

groupings Double barline

- Whole note Whole rest x- Sixteenth

notes

2/4 meter ¾ meter 4/4 meter e - Single eighth

notes O o - Eighth

rests Syncopated

rhythm patterns Counting by

number (2nd semester)

Eighth note/2 sixteenth notes beamed e = xx

Ongoing counting by numbers

6/8 meter

Dynamics Loud/soft Review f - Forte m - Mezzo p - Piano

ff -Fortissimo pp - Pianissimo

Crescrendo Descrescendo Accents

On-going application of dynamics

Tempo Fast/slow Review Review Allegro Largo Accelerando Ritardando

Presto Andante

Ongoing application of tempo

Updated 5/5/2023 HUMBLE ISD ELEMENTARY MUSIC OVERVIEW/SCOPE & SEQUENCE

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(continued)K (if

applicable)K (if applicable) 1ST 2ND 3RD 4TH 5TH

Form AB form – (Same/different)

Call/response

ABA form Verse/refrain Repeat sign II: :II

D.C. al fine Introduction - Coda 1st and 2nd

endings Rondo form

- D. S. al Fine D. S. al Coda

Theme and variation

Tone Color Speaking, singing, calling, whispering

Differences between child / adult voices

Percussion timbre/Sound production

Concept of Instrumental Families

Classify/ categorize Instruments by family visually and aurally

Identify individual instruments visually and aurally

On-going instrumental study

Introduce vocal ranges (SATB)

Harmony – Vocal

Ostinati Partner songs Rounds/canons

On-going ostinati

2-part singing Descant

On-going 2- part singing

Harmony - Instrumental

Bordun Ostinati On-going ostinati

Alternating hands

Octave change

Cross over Create simple instrumental accompaniment

Music History/ListeningExpression Musical

programs Evaluate

programsHUMBLE ISD ELEMENTARY MUSIC CURRICULUM

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All concepts are on-going and should be reviewed once introduced Updated 5/5/2023 1:41:21 AM

KINDERGARTEN YEAR MUSIC

1st Semester 2nd Semester1ST 9-WEEKS 2ND 9-WEEKS 3RD 9-WEEKS 4TH 9-WEEKS

K (if applicable)Pitch/Melody Explore high /low Recognize high/low Demonstrate high/low

Explore ascending/descending

Recognize ascending/descending in familiar music

Rhythm Perform teacher led steady beat

Demonstrate steady beat Long/short

Dynamics Explore loud/soft Demonstrate loud/softTempo Explore fast/slow Distinguish fast/slowForm Same/different

Tone Color Speaking, singing, calling, whispering

Harmony

Recommended Activities/Strategies:

Recognize tracking (reading music left to right)

Reading graphics

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All concepts are on-going and should be reviewed once introduced

All concepts are n-going and should be reviewed once introduced

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Updated 5/5/2023 1st GRADE YEAR MUSIC

1st Semester 2nd Semester1ST 9-WEEKS 2ND 9-WEEKS 3RD 9-WEEKS 4TH 9-WEEKS

Pitch/Melody T-Review Kindergarten concepts

S-Recogninze ascending/descending in Unfamiliar musicT-Prepare So-MiT-Model So-Mi

S-Decode Sol-Mi S- Improvise Sol-MiS-Read Sol-MiT-Prepare LaT-Model La

S-Write Sol-MiS- Compose Sol-MiS- Decode using Sol-Mi-LaS- Improvise Sol-Mi-LaS-Read So-Mi-La

Rhythm Review Kindergarten concepts Steady beat vs. rhythm awarenessPrepare ♫ - eighth note rhythmsModel ♫ - eighth note rhythms

S-Decode + ♫ - quarter note and eighth note rhythmsS- Improvise + ♫ - quarter note + eighth note rhythmsS-Read + ♫ - quarter note + eighth note rhythmsS -Prepare quarter restT -Model quarter rest

S – Write + ♫ - quarter note + eighth note rhythmsS – Compose + ♫ - quarter note + eighth note rhythmsS – Decpde + ♫ - quarter note + eighth note rhythmsS – Improvise + ♫ - quarter note + eighth note rhythmsS – Read + ♫ - quarter note + eighth note rhythms

Dynamics Review Kindergarten concepts Review Review ReviewTempo Review Kindergarten concepts Review Review ReviewForm Review Kindergarten concepts AB form – (Same/different)

Call/responseReview Review

Tone Color Review Kindergarten concepts Differences between child / adult voicesPercussion timbre/Sound production

ReviewConcept of Instrumental Families

Review

Harmony – Vocal ExploreHarmony - Instrumental Bordun Block bordun Review

Updated 5/5/2023 2ND GRADE YEAR MUSIC

1st Semester 2nd Semester1ST 9-WEEKS 2ND 9-WEEKS 3RD 9-WEEKS 4TH 9-WEEKS

Pitch/Melody Review So, Mi, La, Up/DownS - Write LaS - Compose LaIntroduce Lines and Spaces

T - Prepare DoT - Model Do

S - Decode Do S - Improvise DoS - Read DoT - Prepare - ReT - Model - Re

S - Write DoS - Compose DoS - Decode ReS - Improvise ReS - Read ReS- Write ReS - Compose RePentatonic scale awareness

Rhythm Review Quarter Note, Quarter rest, ♫ Eighth notes, steady beat vs. rhythmS - Write Quarter restS - Compose Quarter restT- Prepare h Half noteT – Model h Half note

S- Decode h Half noteS- Improvise h Half noteS- Read h Half noteIntroduce Tied notesS – Write h Half noteS- Compose h Half noteT- Prepare Half rest T – Model Half rest

S – Decode Half restS- Improvise Half restS – Read Half restS – Write Half restS - Compose Half restSimple meter awarenessBarline/note groupingsDouble barline

T- Prepare h. Dotted half noteT – Model h. Dotted half noteS- Decode h. Dotted half noteS – Improvise h. Dotted half noteS – Read h. Dotted half noteS – Write h. Dotted half noteS – Compose h. Dotted half note

Dynamics f - Fortep - Piano

m - Mezzo

Tempo Review fast/slowForm Review 1st grade concepts

ABA formVerse/refrainRepeat sign - II: :II

Tone Color Review Concept of Instrumental Families

Classify/ categorize Instruments by family visually and aurally

Harmony – Vocal Ostinati Rounds/canons Partner songsHarmony - Instrumental Review Borduns Ostinati

All concepts are on-going and should be reviewed once introduced

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Updated 5/5/2023 3rd GRADE YEAR MUSIC

1st Semester 2nd Semester1ST 9-WEEKS 2ND 9-WEEKS 3RD 9-WEEKS 4TH 9-WEEKS

Pitch/Melody Review pentatonic T- Prepare Low La/Low So T- Model Low La/Low So

S- Decode Low La/Low So S- Improvise Low La/ Low So S-Read Low La/Low So T- Prepare High Do T- Model High Do

S- Write Low La/ Low So S – Compose Low La/Low So S- Decode High Do S-Improvise High Do S- Read High Do

S- Write High Do S- Compose High Do

Rhythm Review 2nd grade rhythmic concepts

T-Prepare - Whole note/ T-Model - Whole

note/Whole rest S- Decode - Whole note/

Whole rest S-Improvise - Whole note/

Whole rest

S- Read - Whole note/ Whole rest

S-Write - Whole note/ Whole rest

S- Compose - Whole note/ Whole rest

T-Prepare x- Sixteenth notes T-Model x- Sixteenth notes

S- Decode x- Sixteenth notes S-Improvise x- Sixteenth notes S- Read x- Sixteenth notes

S-Write x- Sixteenth notes S- Compose x- Sixteenth

notes

Dynamics Review f, p, m ff -Fortissimo pp - Pianissimo

Tempo Allegro Largo

Accelerando Ritardando

Form Review 2nd grade concepts Rondo form

D.C. al fine1st and 2nd endings

Introduction - Coda

Tone Color Identify individual instruments visually and aurally

Harmony – Vocal On-going ostinati Harmony - Instrumental On-going ostinati Alternating hands Octave change

All concepts are on-going and should be reviewed once introduced

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Updated 5/5/2023 4th GRADE YEAR MUSIC

1st Semester 2nd Semester1ST 9-WEEKS 2ND 9-WEEKS 3RD 9-WEEKS 4TH 9-WEEKS

Pitch/Melody Review 3rd grade pitch material T- Prepare Fa T- Model Fa Absolute pitch Introduce Key of C, F, and G

S- Decode Fa S- Improvise Fa S-Read Fa T- Prepare Ti T- Model Ti

S- Write Fa S – Compose Fa S- Decode Ti S-Improvise Ti S- Read Ti Identify Key of C, F, and G

S- Write Ti S- Compose Ti

Rhythm Review 3rd grade rhythmic concepts T-Prepare e/ o - Single eighth

note/rest T-Model e/ o - Single eighth note/rest S- Decode e/ o - Single eighth

note/rest

2/4 meter ¾ meter 4/4 meter S-Improvise e/ o -

Single eighth note/rest S- Read e/ o - Single

eighth note/rest S-Write e/ o - Single

eighth note/rest S- Compose e/ o -

Single eighth note/rest

T-Prepare Syncopated rhythm patterns

T-Model Syncopated rhythm patterns

S- Decode Syncopated rhythm patterns

Counting by number

S-Improvise Syncopated rhythm patterns

S- Read Syncopated rhythm patterns

S-Write Syncopated rhythm patterns

S- Compose Syncopated rhythm patterns

Dynamics Review f, p, m, ff, pp Crescrendo Descrescendo

Accents

Tempo Review Allegro, Largo, Accelerando, Ritardando

Presto Andante

Form Review 3rd grade concepts - D. S. al Fine D. S. al Coda

Tone Color On-going instrumental studyHarmony – Vocal 2-part singing Descant

Harmony - Instrumental Review 3rd grade skills Cross overAll concepts are on-going and should be reviewed once introduced

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Updated 5/5/2023 5th GRADE YEAR MUSIC

1st Semester 2nd Semester1ST 9-WEEKS 2ND 9-WEEKS 3RD 9-WEEKS 4TH 9-WEEKS

Pitch/Melody Review all 4th grade pitch material

T - Prepare La- minor T – Model La-minor T – Prepare Major vs. minor T – Model Major vs. minor

S – Decode La- minor S- Read La - minor S- Read La – minor S- Write La-minor S- Decode Major vs. minor S – Create major vs. minor

S – Read Major vs. minor S – Write Major vs. minor S- Compose Major vs. minor

Rhythm Review 4th grade rhythmic concepts

T-Prepare Eighth note/2 sixteenth notes beamed e = xx

T-Model Eighth note/2 sixteenth notes beamed e = xx

S- Decode Eighth note/2 sixteenth notes beamed e = xx

Ongoing counting by numbers

S-Improvise Eighth note/2 sixteenth notes beamed e = xx

S- Read Eighth note/2 sixteenth notes beamed e = xx

S-Write Eighth note/2 sixteenth notes beamed e = xx

S- Compose Eighth note/2 sixteenth notes beamed e = xx

T – Prepare 6/8 meter T – Model 6/8 meter S – Decode 6/8 meter

S – Improvise 6/8 meter S - Read 6/8 meter

Dynamics On-going application of dynamics

Tempo Ongoing application of tempoForm Review 4th grade concepts Theme and variation

Tone Color Ongoing instrumental study Introduce vocal ranges (SATB)

Harmony – Vocal On-going 2- part singingHarmony - Instrumental Create simple instrumental

accompanimentAll concepts are on-going and should be reviewed once introduced

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Updated 5/5/2023

RESOURCE LIST OF SONGS FOR LEARNING MUSIC

Song Resource Key:

AFS = 150 American Folk SongsSelected and edited by Peter Erdei

KM = The Kodaly Method I(3rd Edition)

Lois Choksy

SM = Spotlight on MusicTextbook Series

MacMillan McGraw-Hill

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Updated 5/5/2023FIRST GRADE RHYTHM:

Q & qaqApple TreeBee Bee SM T250 (1)Billy BadBlue Bells KM 190Bobby Shaftoe KM 195Bounce High KM 193Bow Wow Wow KM 205Button You Must Wander KM 206Bye Baby Bunting AFS 4Bye Lo Baby Oh KM 192Closet Key AFS 2Cuckoo KM 190Doggie Doggie SM 59 (2)Engine Engine Number 9 SM 13 (2)Go Tell Aunt Rhody KM 238Good Night KM 191Here Comes a Bluebird KM 205

Hold My Mule AFS 52In and Out SM 245 (2)Lucy Locket KM 190Rain Come Wet Me KM 204Rain Rain AFS 3See Saw KM 191Snail Snail KM 193Star Light, Star Bright SM T258 (1)This Old Man SM T306Twinkle Twinkle

Bow Wow Wow AFS 18Hot Cross Buns KM 199Icka Backa KM 190Naughty Kitty Cat SM T171 (1)Peas Porridge Hot SM T255 (1)Ring Around the Rosy AFS 12

Updated 5/5/2023

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2ND GRADE RHYTHM:Cut the CakeDeedle Deedle Dumpling (My Son John)Great Big House KM 207Here Comes a Bluebird KM 205Let Us Chase the Squirrel AFS 6Page’s Train AFS 20Rocky Mountain AFS 19Who’s That? AFS 7

Derry Ding Dong Dason KM 224Lavender’s Blue KM 242Music Alone Shall Live KM 259Oh How Lovely KM 242Rise Up Old Flame KM 263

Updated 5/5/20233RD GRADE RHYTHM:

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Chicka Hanka SM 138 (4)How Long the Train Been… SM 264 (4)I Got a Letter KM 230Jubilate Deo KM 282Lonesome Valley KM 220My Old Hammer KM 211Nine Hundred Miles KM 233Rattlesnake KM 227Rose Red KM 265Who Killed Cock Robin? KM232

Chicken on a Fence Post SM 265 (3)Dinah SM 150 (3)Golden Ring KM 212Love Somebody KM 257Mary Had a Baby KM 215Old Brass Wagon KM 213Paw Paw Patch KM 256Tideo AFS 87

Updated 5/5/2023

4TH GRADE RHYTHM:

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Alabama Gal KM 213Black SnakeCanoe Song KM 231Don’t Let the Wind KM 226Hill and Gully Rider SM 250 (5)Liza Jane AFS 45Ridin’ in a Buggy AFS 44Shoo My Love AFS 84Weavily Wheat

Al CitronChairs to Mend KM 82Do LordIn the Bleak Midwinter KM 249Johnny Has Gone for a Soldier KM 267Liza Jane AFS 45Perry Merry Dictum KM 221Viva la Musica KM 275

Charlotte TownLondon Bridge KM 239Old House KM 231Shanghai Chicken KM 225This Train is Bound for Glory SM 343 (4)

Duple MeterBounce High KM 193Rain Rain KM 191Star Light KM 192See Saw KM 191

Triple MeterGoodbye Old Paint KM 224Lavender’s Blue KM 242Music Alone Shall Live KM 259Oh How Lovely KM 242Rise Up Old Flame KM 263Star Spangled Banner SM 386 (5)Streets of Laredo KM 255Sweet Betsy from Pike AFS 93

Updated 5/5/2023

5TH GRADE RHYTHM

Compound Meter A My Name is Abbie KM 193Charlie Over the Ocean KM 228

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Chicka-ma, Chicka-ma Craney Crow SM 263 (3)Farmer in the Dell AFS 49I’se the B’ye KM 256It Rained a Mist KM 240Johnny Comes Marching Home SM 34 (5)Mulberry Bush KM 22Oats and Beans AFS 68Old Roger SM 280 (3)Oliver CromwellPat Works on the Railway KM 267Sing Sing TogetherSkin and Bones KM 231Oliver Twist KM 196See Saw Margery Daw KM 195

Chickalileeo KM 234Chiney DollCoffee Grows KM 219Dog and Cat AFS 24Johnny Cuckoo AFS 80Skip to My Lou KM 253Ten Little Indians

Buffalo BoysHop Old Squirrel AFS 2Lead Through That Sugar and TeaRidin in a Buggy AFS 44Weavily Wheat

Q & qaqCedar Swamp KM 227Draw a Bucket of Water AFS 13Ida Red AFS 20Skip to My Lou KM 253Skipping Rope Song AFS 84

Updated 5/5/2023

1ST GRADE MELODY

So-MiApple TreeBee Bee SM T250

Blue Bells KM 190Bye Lo, Baby O KM 192Come Back Home SM T134

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Cuckoo KM 190Doggie Doggie SM 59 (2)Good Night SM 76 (2)Lemonade KM 193Miss MissOne, Two, Three, Four, Five SM T265Peas Porridge Hot SM 255Ring Around the Rosy KM 197Snail Snail KM 193Star Light KM 192

LaApple TreeBobby Shaftoe KM 195Bounce High KM 193Here Comes a Bluebird KM 205Icka Backa KM 190Little Sally Water KM 195Lucy Locket KM 190Naughty Kitty Cat SM T171 (1)Star Light KM 192We Are Dancing

Updated 5/5/2023

2ND GRADE MELODY

Do Apple TreeBow Wow Wow KM 205

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Button You Must Wander KM 206Deedle Deedle DumplingDown Came a Lady AFS 17Grandma Grunts KM 200I See the Moon KM 198Jim Along Josie KM 201Johnny Caught a Flea SM T158 (1)Knock the Cymbals KM 204Ring Around the Rosy AFS 12Rocky Mountain KM 208Twinkle TwinkleWallflowersWee Willie WinkieWho’s That KM 202

ReAll Around the Buttercup SM 210 (2)Bow Wow Wow KM 205Buffalo BoysDinah SM 150 (3)Frog in the Meadow SM 243 (3)Frosty Weather SM 250 (3)Great Big House KM 207Here Comes a Bluebird KM 205Hope Old Squirrel AFS 2Hot Cross Buns KM 199Johnny Cuckoo AFS 80Let Us Chase the Squirrel AFS 6Long Legged Sailor SM 243 (4)Naughty Kitty Cat SM T171 (1)Rain Come Wet Me KM 204Sleep Baby Sleep KM 202Tideo AFS 87Teddy Bear KM 198

Updated 5/5/20233RD GRADE MELODY

LaAmaseeCanoe Song KM 231Chicka Hanka SM 138 (4)Cumberland Gap SM 209

I Got a Letter KM 230Stoopin’ on the Window AFS 32Walk Daniel

So

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Al CitronAlabama Gal KM 213Band of Angels AFS 38Chickalileeo KM 234Coffee Grows on White Oak Trees KM 219Cotton Eye Joe KM 209Dog and Cat AFS 24Down Came a Lady AFS 17Draw a Bucket of Water AFS 13Eency Weency Spider AFS 85Farmer in the Dell AFS 49Four White HorsesHold My Mule AFS 52If You’re Happy and You Know ItJohnny Cuckoo AFS 80Lead Through that Sugar and TeaOld Bald Eagle AFS 70

So (continued)Old Brass Wagon KM 213Pick a Bale of Cotton AFS 95

Pop Goes the Weasel SM 94 (5)Riddle Song AFS 52Sailing on the Ocean KM 214Shake Them SimmonsShanghai Chicken KM 223Weevily Wheat

Do′Cedar Swamp KM 227Cut the CakeDon’t Let the Wind KM 226Goin’ Home on a CloudJohn Kanaka SM 249 (5)Shady Grove KM 237Shoo My Love AFS 37Skipping Rope Song AFS 84Tideo AFS 87Train is a Comin’ AFS 53 Why Shouldn’t My Goose

Updated 5/5/2023 4TH GRADE MELODY

FaAmong the Little White DaisiesAre You Sleeping SM 260 (4)Chairs to Mend KM 82

Cut the CakeEency Weency Spider AFS 85Go In and Out the WindowGo Tell Aunt Rhody KM 238Joyful Joyful SM 103 (5)

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London Bridge KM 239Naughty Kitty Cat SM T171 (1)Oats and Beans AFS 68Old Joe Clark KM 274Oranges and Lemons KM 251Paw Paw Patch KM 256Simple Gifts KM 257The Deaf Woman’s Courtship AFS 67This Land is Your Land SM 146 (4)Twinkle Twinkle Whistle Daughter WhistleWhy Shouldn’t My GooseYankee Doodle SM 154 (4)

Ti All Through the Night SM 277 (4)Au Claire de la LuneMiss Mary Mack KM 118Music Alone Shall Live KM 259Rise Up Old Flame KM 263Streets of Laredo KM 255The Little Birch TreeYankee Doodle SM 154 (4)

Updated 5/5/2023 ASSESSMENT

Fun Activities for Practicing and Assessing Rhythm, Melody, and Absolute Pitch Names

Practice/Assess skills in music using fun, low stress, no pressure activities. Students will forget they are being tested! These can be used and adapted for any grade/skill level!

Snowballs: Patterns are written on a piece of paper, wadded up, thrown about the room, retrieved and read one by one.

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Beach Ball: Patterns are written on colored sections of the beach ball. Teacher or student tosses the ball. Catcher reads pattern where fingers are touching or on color called for.

Basketball: Shoot for a basket if you read the pattern correctly.

Baseball: Two teams: Read the pattern correctly, move to first, read incorrectly – it’s a strike! Hopefully the team members will move you onto second, third, and home plate for a score!

Concentration: Patterns (in duplicate) laid out face down and in random order in sort of a grid. Two teams: Team member turns a card, reads the pattern and tries to remember where its match lies. Team with the most “pairs” wins.

Passing Games: Example – I Got a Letter this Morning (Patterns are in the envelope being passed or in a mail sack to be delivered. If the song ends at your “house”, you read.) Works great for holidays too (Valentines – shoebox decorated with “Valentines” inside, Easter – eggs with patterns in them, etc.)

Chase Games: Students play “Duck, Duck, Goose” style games using various songs. After their turn, they read a pattern. This can be used with many songs and the kids never get tired of it.“All Around the Buttercup” – substitute “buttercup” for another flower, students pick flowers with patterns on them“Lavender’s Blue” – patterns in a crown“Lucy Locket” – patterns written on “money” and put in a purse dropped in someone’s lap

Apple Tree: Students sing the song and one person gets to pick an apple from the tree to read (use die cuts of apples stuck on a butcher paper tree or if you have a magnetic dry erase board, draw a tree and put magnets on the back of patterns.) This also works well for the song “Pumpkin Patch” in October.

Updated 5/5/2023Updated 5/5/2023

House of Pies – “Great Big House in New Orleans” – Students sing song substituting “pumpkin pie” with their favorite pie. Teacher pulls corresponding pie pattern out of “house” and the class or individual reads it.

Rhythm/Melody Roll: Toss a number five. Read the five pattern, etc.

Rhythm Relay: Two teams: One person from each team goes to the board. Students listen to a 4 beat rhythmic pattern. The first person that writes the pattern correctly and sits down wins a point for their team. The team with the most points wins.

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Rhythm Train: One child selects and reads a four beat pattern; next child selects another four beat pattern and reads it with the previous one, etc.

Go Fish: Used with the “Fishing Song” (One, two, three, four, five). Students use a fishing pole with a magnet on hook and snag patterns from a pond.

Flash Card Reading: Go down the row one at a time – lickety split! The little kids will do this for stickers. Sometimes, even the big kids will!

King of the Mountain: King of the mountain is played with all children sitting in a circle and having a rhythm card in front of them that is placed on the floor. The teacher establishes a place in the circle and sits there to designate where the king of the mountain is and where the bottom of the mountain is. The children each take a turn speaking their pattern going in a counterclockwise direction while the class taps the beat on their laps. If the child speaking is off beat, or otherwise makes a mistake on his/her pattern, then he falls off the mountain. He then moves to the left of the teacher and all others move over one card to their left. At some designated ending point by the teacher, the child who is at the right of the teacher at the end of the game is the winner.

Connect Four: This is done with four rows of four chairs (total 16). In each chair is a rhythm card or melody card or vocab card, etc. The children are divided into two teams. A child from a team takes a turn going to a chair of that team member’s choice and tries to tap, read, sing, explain, etc. whatever is on the card that is in the chair he picked. If he gets it right, he sits in the chair and his team gets another turn. If he gets it wrong, the other team gets a turn. The goal is to get four horizontally, diagonally, or vertically. Girls vs. boys works well for ID of teams.

Categories: If a class is having trouble getting the sound of a particular interval, implant the interval in their brains with this game. Class stands in a circle. They do a two fingered clap twice with a silent “swish” at their sides (clap, clap, back, forwards). On the “swish” the teacher can sing:: One, two (s-m or whatever interval you are concerned about) clap clap Categories clap clap Say the clap clap Names of clap clap (then name a category – colors, musical instruments, food, states, capitols, presidents, ice cream flavors, etc.). The game travels from teacher to next student and they answer on the very next “swish” with only claps in between each answer. Object is not to stop the rhythm, match pitch of the teacher and to think fast! When they get really good, I add “No repeats” before I name the category. If someone names the same answer, the original student has to raise their hand to catch the repeater. Then the repeater is out (sits down). Updated 5/5/2023

Rhythm Scramble: 4 students are given a 4 beat rhythm card. They stand in a straight line with the card held at chest level, facing the class. The class starts and reads all cards, left to right. Then, the 4 students are given several seconds to “scramble” the order in which they are standing. Then, the class reads the “new” rhythm. Repeat several times.

Rhythm Erase: Make a big + on the board. In each quadrant, write one 4 beat rhythmic pattern using an element you are working on (this works well if you use a known song or even a song that you are about to teach). Have the students read the rhythms, starting on top left to right, then continuing on the bottom. Do this a couple of times. Then erase one of the quadrants. Have the students read the rhythm again, remembering the missing rhythm. Erase another section. Do this until the entire rhythm is erased and the students are reciting this completely from memory. You would be amazed at how determined and excited they get at proving to you that they remember what the rhythm was!

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Rhythm/Melody Loop Game: Each student has a card with 2 patterns written on it. At the top of the card, it says: Answer: I have (and then a rhythm or melody for them to read.) At the bottom of the card it says: Question: Who has (and then a different rhythm or melody to read). Teacher starts with the first card and students continue reading patterns in answer/question format. The game ends with the teacher’s card.

Music Jeopardy: Just like the game show. Two Teams. Create different categories: Melody, Rhythm, Dynamics, Instruments, and Random Facts. Students can pick anywhere from $100-$500 for each categories. For Melody and Rhythm, students must sing/clap the patterns to get the answer correct. Team with the most points wins. I have a powerpoint for this that would be good for assessment of skills in grades 3-5. Email me if you want it!

Absolute Pitch Spelling Bee: For this activity, each student has an individual floor staff and bingo chips. The leader calls out a word that can be spelled using the lines and spaces of the treble staff. Students spell the word out on the staff using bingo chips. This is great if you are doing centers, because a student can easily lead. To make it more of a competition, you can have the class in two teams and one person from each team spells out the word. The first person to get it right wins a point. The team with the most points wins.

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