Musical
Experiences
First Semester
In the first half of the school year, the main focus is rhythm. This includes feeling and keeping a steady beat as well as learning different note values. The students will learn about rhythms by using their bodies and the instruments and through a variety of activities where the students have the opportunity to explore their ability to create rhythms.
All students are learning the same basic concepts but the depth of information and degree of difficulty of the activities increase with each grade level. For example, in Kindergarten, the students learn the quarter note and eighth note. They add new rhythm notes each year and by fifth grade the students know more than ten different rhythm notes.
As they learn about the different rhythm notes and note values, each grade level will have some type of aural and written assessment during this unit.
Second Semester
During the second half of the year, the main focus is on melody. Students will learn the difference between high and low sounds and will discover how to make their voices create those sounds. We will also work on the ability to match pitch through daily singing.
The younger grades will learn the names of pitches using solfege and Zoltan Kodaly's method. Zoltan Kodaly was a Hungarian composer who taught students through using rhythmic and melodic symbols and syllables to make learning easier for young children who may have difficulty with sequential numbers and letters. The concept begins with the total experience first and then leads children to the ability to describe or symbolize that experience.
For more information on the Kodaly method of teaching, see www.oake.org
Once children have mastered melody using signs and symbols, the older students will learn the letter names of those pitches. Third through fifth grades will learn the actual names for the lines and spaces of the staff and will notate music accordingly. All grades will learn to notate music rhythmically and melodically and many students will combine that knowledge at the end of the year to write a final composition which they create.
Experiences
First Semester
In the first half of the school year, the main focus is rhythm. This includes feeling and keeping a steady beat as well as learning different note values. The students will learn about rhythms by using their bodies and the instruments and through a variety of activities where the students have the opportunity to explore their ability to create rhythms.
All students are learning the same basic concepts but the depth of information and degree of difficulty of the activities increase with each grade level. For example, in Kindergarten, the students learn the quarter note and eighth note. They add new rhythm notes each year and by fifth grade the students know more than ten different rhythm notes.
As they learn about the different rhythm notes and note values, each grade level will have some type of aural and written assessment during this unit.
Second Semester
During the second half of the year, the main focus is on melody. Students will learn the difference between high and low sounds and will discover how to make their voices create those sounds. We will also work on the ability to match pitch through daily singing.
The younger grades will learn the names of pitches using solfege and Zoltan Kodaly's method. Zoltan Kodaly was a Hungarian composer who taught students through using rhythmic and melodic symbols and syllables to make learning easier for young children who may have difficulty with sequential numbers and letters. The concept begins with the total experience first and then leads children to the ability to describe or symbolize that experience.
For more information on the Kodaly method of teaching, see www.oake.org
Once children have mastered melody using signs and symbols, the older students will learn the letter names of those pitches. Third through fifth grades will learn the actual names for the lines and spaces of the staff and will notate music accordingly. All grades will learn to notate music rhythmically and melodically and many students will combine that knowledge at the end of the year to write a final composition which they create.