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    And Sequence

    Uploaded by

    Sherri Pedrick
    The document outlines the scope and sequence of skills taught in a music curriculum. It introduces concepts through singing, playing and listening activities. New concepts are first experienced, then labeled and presented to students. Finally, concepts are reinforced through practice. The curriculum covers topics like beat, rhythm, melody, harmony, musical forms, expression, instrumental techniques, listening skills, and creating music. Concepts are integrated with other subjects like literature, holidays, cultures and science.

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    And Sequence

    Uploaded by

    Sherri Pedrick
    9 views1 page
    The document outlines the scope and sequence of skills taught in a music curriculum. It introduces concepts through singing, playing and listening activities. New concepts are first experienced, then labeled and presented to students. Finally, concepts are reinforced through practice. The curriculum covers topics like beat, rhythm, melody, harmony, musical forms, expression, instrumental techniques, listening skills, and creating music. Concepts are integrated with other subjects like literature, holidays, cultures and science.

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    The document outlines the scope and sequence of skills taught in a music curriculum. It introduces concepts through singing, playing and listening activities. New concepts are first experienced, then labeled and presented to students. Finally, concepts are reinforced through practice. The curriculum covers topics like beat, rhythm, melody, harmony, musical forms, expression, instrumental techniques, listening skills, and creating music. Concepts are integrated with other subjects like literature, holidays, cultures and science.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    9 views1 page

    And Sequence

    Uploaded by

    Sherri Pedrick
    The document outlines the scope and sequence of skills taught in a music curriculum. It introduces concepts through singing, playing and listening activities. New concepts are first experienced, then labeled and presented to students. Finally, concepts are reinforced through practice. The curriculum covers topics like beat, rhythm, melody, harmony, musical forms, expression, instrumental techniques, listening skills, and creating music. Concepts are integrated with other subjects like literature, holidays, cultures and science.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    Scope and Sequence of Skills

    Throughout Musicplay new concepts are prepared by singing,


    Prepare
    playing and listening. Learning music is like learning a language.
    Children need to experience music before labeling it.

    When children have experienced a new concept (i.e. beat) they are
    ready to label it. When the teacher labels a new concept in this
    Present method, it is called "present" - a new concept is made conscious
    or presented to the students.

    After a new concept is presented, the children need


    Practice reinforcement, or practice. New musical terms or concepts are
    reviewed throughout Musicplay.
    Beat and Rhythm Form
    • tap, play and move to a steady beat • show phrases in music
    • distinguish between beat and rhythm • label phrases as same or different
    • identidy accented beats • use repeat sign
    • group beats into groups of two or three • AB, ABA forms
    • read and rotate rhythms from flashcards and • rondo form
    charts q qr Q qTq h
    Expression
    Ostinato • identify music as fast or slow (tempo)
    • q qr at different b/p levels
    • identify music as soft or loud (dynamics) and
    • Borduns in patterns qQqQ qqqQ
    perform where appropriate
    Melody • identify accents, use connected and detached
    • develop singing voice sounds. Sing expressively showing an
    • identify high, low and middle in music understanding of the text.
    • sing high, low and middle sounds
    • reproduce melodies alone and with a group Cultural/Historical Context
    • read, notate sm, slsm, smlsm, lsmd, smd patterns • perform and/or listen to songs from a variety of
    • prepare mrd cultural heritages and historical periods, including
    songs of Japan.
    Harmony Listening
    • rhythm canons, speech canons, two part melodic
    • distinguish voices, environmental sounds
    canons, ostinato, bordun in patterns qqqQ qQqQ
    • identify families of unpitched instruments:
    Instrumental Technic membrane, shaker, metal, wood
    • identify and play unpitched instruments • introduce instruments of the orchestra
    • simple, level, broken bordun on bar instruments • follow song stories
    in patterns qQqQ qqqQ • listen to short orchestral excerpts
    • complimentary color or unpitched part • write or draw in listening notebook
    • metals and woods playing different things
    Integrated Curriculum
    Creating • integrate with literature by creating
    • create “effects”and accompaniments accompaniments for poems and stories
    • create/improvise rhythm patterns and melodies • songs for holidays and special days
    using known symbols • songs from many cultures to supplement social
    • create new verses studies
    • songs for Earth Day, to reinforce science

    Musicplay Grade 2 ©2021 Themes & Variations 3

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