Kindergarten and 1st Grade

Quarter 3: Below is an overview of what the kindergarten and 1st grade students are studying in music class in quarter 3. 

Weeks 1 and 2:

• Movement – 

• "What Shall We Do When We All Go Out?"-students sing song and think of a variety of movements to show activities in the snow. Student volunteers act out activity in the front of the class and students must guess.

• "Snowman Statues": Students move to the music and when the music stops, they pretend to be snowmen of a variety of sizes and shapes.

• "The Old Gray Cats Are Sleeping": students pretend to be either cats or mice and act out the words of the song while singing.

• Notation/Melody –

• Identifying sol and mi with internal singing: teacher sings and students respond aloud (with hand signs)
• Teacher only uses hand signs and students respond aloud with voice and hand sig
• Teacher sings sol and mi patterns and students notate on white boards
• "Snowflakes": students use snowflake pictures on Sol and Mi lines to sing the song, "Snowflakes"
• "Baker's Hat": students listen to poem and identify melodic pattern using Sol and Mi

• Notation/Rhythm – 

•  Teacher sings rhythms (quarter note, pairs of eighth notes, and quarter rest patterns) and students identify correct rhythms from multiple options on the board.

• Create rhythm word chain. Students apply rhythms from common objects around the house and put rhythms to these words. A variety of instruments are used to represent these words and students play them in various patterns.

• "Baker's Hat": students listen to poem and identify rhythmic pattern using quarter notes and quarter rests.

• Orff Instrument Songs – 

• "Somebody's Knocking At Your Door": African American spiritual; students use rhythm sticks to imitate the sound of knocking in the speech pattern of the song.

• "The Wide-Mouthed Frog": students listened to the story and played ostinato patterns to accompany the repeated song found within the story on xylophones.

• Concert Rehearsal (about 10 minutes per day on one or more of the songs below)– 
• "First Grade, First Grade"-K
• "Put Down the Duckie"-K
• "What Makes Music?";-K
• "You're a Grand Old Flag"-K
• "Green Eggs and Ham" -K
• "Tongo"-1st
• "Mary Had a Little Blues"-1st
• "Scales and Arpeggios"-1st
• "Be a Candle of Hope"-1st
• "How Doth the Little Crocodile"-1st

Weeks 3 and 4:

• Movement – 

• "Bounce High, Bounce Low": students tossed a beach ball to classmates while singing correct sol and mi pitches.

• "Cumberland Square: Part 1": students identify A B pattern; students use body percussion while listening to piece.

• "Cumberland Square: Part 2": students used rhythm sticks in a pattern (A B) while listening to piece of music.

• "Oliver Twist": students move in a variety of ways, first imitating the teacher and then coming up with their own actions for the class to imitate.

• "Moving with Shapes" - students listen to music and move in a specific way depending on the shape the teacher holds: triangle-tiptoe, square-march, circle-gallop.

• Notation/Melody –

• Identifying sol and mi with internal singing: teacher sings and students respond aloud (with hand signs)
• Teacher only uses hand signs and students respond aloud with voice and hand sig
• Teacher sings sol and mi patterns and students notate on white boards

• Notation/Rhythm – 

•  Teacher sings rhythms (quarter note, pairs of eighth notes, and quarter rest patterns) and students identify correct rhythms from multiple options on the board.

• Orff Instrument Songs –

• "The Giant Turnip": students listened to the story and played ostinato patterns to accompany the repeated song found within the story on xylophones.

• "Jack and the Beanstalk": students listened to the story and played ostinato patterns to accompany the repeated song found within the story on xylophones.

• Music Listening -

• "Kangaroos" from Carnival of the Animals by Camille Saint-Saen. Students read poem about kangaroos and discussed how they move. Students listened to the piece and identified the instrument (piano) and discussed how it sounded like kangaroos hopping. Students pretended to be kangaroos on the 2nd listening, and stopped to "rest" during the slow parts of the piece.

• Concert Rehearsal (about 10 minutes per day on one or more of the songs below)– 
• "First Grade, First Grade"-K
• "Put Down the Duckie"-K
• "What Makes Music?"-K
• "You're a Grand Old Flag"-K
• "Green Eggs and Ham"-K
• "Tongo"-1st
• "Mary Had a Little Blues"-1st
• "Scales and Arpeggios"-1st
• "Be a Candle of Hope"-1st
• "How Doth the Little Crocodile"-1st

Weeks 5 and 6:

• Movement – 

• 1st grade only: "Fruit Canon" - learning to sing in two-part rounds.

• "Love Somebody": students learned song and played game; one student guesses which three students are singing "Yes I Do" while playing either a triangle, shaker, or jingle bells; objective-sing independently and aural classification.

• "Move It, Move It": students sat and moved in a variety of way to identify the beat.

• "I Hope": students learned song and played game; one student carries a letter with 6 rhythms in the envelope and walks around the circle while the class sings the song. One the final beat, whoever the "mail carrier" is closest to, delivers the letter and the student chooses one of the rhythms in the envelope. The student then plays the rhythm on a drum in the middle of the circle and becomes the next mail carrier.

• Notation/Melody –

• Identifying sol and mi with internal singing: teacher sings and students respond aloud (with hand signs)
• Teacher only uses hand signs and students respond aloud with voice and hand sig
• Teacher sings sol and mi patterns and students notate on white boards
• "Valentine": students use heart pictures on Sol and Mi lines to sing the song, "Valentine"

• Notation/Rhythm – 

•  Teacher sings rhythms (quarter note, pairs of eighth notes, and quarter rest patterns) and students identify correct rhythms from multiple options on the board.

• "Scattered Hearts": students performed rhythms after choosing specific animals on the board that held a variety of quarter note, eighth note, and quarter rest patterns. 

• Valentine Rhythm Match: students placed Valentine-related words like "Valentine", "candy", "Teddy Bear", etc. and placed them in the correct rhythm category (ti-ti ta, ti-ti ti-ti, etc.). 

• Orff Instrument Songs –

• "Goldilocks and the Three Bears": students listened to the story and played ostinato patterns to accompany the repeated song found within the story on xylophones.

• Concert Rehearsal (about 10 minutes per day on one or more of the songs below)– 
• "First Grade, First Grade"-K
• "Put Down the Duckie"-K
• "What Makes Music?"-K
• "You're a Grand Old Flag"-K
• "Green Eggs and Ham"-K
• "Tongo"-1st
• "Mary Had a Little Blues"-1st
• "Scales and Arpeggios"-1st
• "Be a Candle of Hope"-1st
• "How Doth the Little Crocodile"-1st

Weeks 7 and 8:

• Movement – 

• "Stars and Stripes Forever": students discussed John Philip Sousa, the instruments of the marching band, and marched to the beat. When the music stopped, students froze until music started again.

• "She'll Be Coming Round the Mountain" - students apply one movement for each verse of the song (total of 7 verses). Each verse builds upon the next.

• "Bounce High, Bounce Low": students tossed a beach ball to classmates while singing correct sol, mi, and add LA.

• "Do As I'm Doing: Part 1": students move as the teacher is moving.

• "Miss Mary Mack" - partner, hand-clapping game.

• Notation/Melody –

• Identifying sol and mi with internal singing: teacher sings and students respond aloud (with hand signs)
• Teacher only uses hand signs and students respond aloud with voice and hand sig
• Teacher sings sol, mi, and la patterns and students notate on white boards

• Notation/Rhythm – 

•  Teacher sings rhythms (quarter note, pairs of eighth notes, and quarter rest patterns) and students identify correct rhythms from multiple options on the board.

• "Celebrate the Presidents": students identified George Washington and Abraham Lincoln and created a word chain from their last names. Students made a "cheer" using these rhythmic word chains. 

• Orff Instrument Songs –

• "Drummer Hoff": students read the story "Drummer Hoff" and played a rhythmic pattern on hand drums at certain parts of the story to pretend to be the main character.

• "Do As I'm Doing: Part 2": students play xylophones in the same way the teacher plays.

• Identify non-pitched percussion instruments

• Concert Rehearsal (about 10 minutes per day on one or more of the songs below)– 
• "First Grade, First Grade"-K
• "Put Down the Duckie"-K
• "What Makes Music?"-K
• "You're a Grand Old Flag"-K
• "Green Eggs and Ham"-K
• "Tongo"-1st
• "Mary Had a Little Blues"-1st
• "Scales and Arpeggios"-1st
• "Be a Candle of Hope"-1st
• "How Doth the Little Crocodile"-1st

Weeks 9 and 10:

• Movement – 

• "Hunting for Instruments": students identify cow bells, hand drums, guiros, tambourines, triangles, and wood blocks by aural identification.

• "All Around the Circle": students sing independently for classmates using sol-mi-la patterns.

• "March is Here Now": students identify dynamic terms (forte, piano) and speak poem using the appropriate dynamic levels.

• "Reacting to Dynamics": students listen to Mozart's "Variation in G" and use their hands to describe the dynamic level they hear.

• "The Kite": Identifying and moving to ABA form.

• "Irish Washerwoman": listening to traditional Irish music, students move the music is specific body percussion patterns.

• "Jack and Jill"

• Notation/Melody –

• Identifying sol, mi, and la with internal singing: teacher sings and students respond aloud (with hand signs)
• Teacher only uses hand signs and students respond aloud with voice and hand sig
• Teacher sings sol, mi, and la patterns and students notate on white boards
• "Firefly": students learn song; teacher turns off the light and uses a flashlight (firefly) to signal when students should sing. When firefly is "off", students continue singing internally. 
• Bunny Rabbit Vocal Warm-Ups: students follow listening maps to move their voice high and low based on the shape of the line.
• "Acka Backa": students identify the correct melodic pattern of song using sol-mi-la cards. 

• Notation/Rhythm – 

•  Teacher sings rhythms (quarter note, pairs of eighth notes, and quarter rest patterns) and students identify correct rhythms from multiple options on the board.

• "One Two Three": students learn poem and match the correct rhythm to the correct line of the poem.

• Concert Rehearsal (about 10 minutes per day on one or more of the songs below)– 
• "First Grade, First Grade"-K
• "Put Down the Duckie"-K
• "What Makes Music?"-K
• "You're a Grand Old Flag"-K
• "Green Eggs and Ham"-K
• "Tongo"-1st
• "Mary Had a Little Blues"-1st
• "Scales and Arpeggios"-1st
• "Be a Candle of Hope"-1st
• "How Doth the Little Crocodile"-1st