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CURRICULUM K-4
I am currently teaching K-4 music along with a 3rd & 4th grade chorus.
I develop curriculum based on a school’s organic personality, existing scope and sequence, and specific expectations. Components are scrutinized and modified each year to maximize instructional effectiveness and student engagement.
I develop curriculum based on a school’s organic personality, existing scope and sequence, and specific expectations. Components are scrutinized and modified each year to maximize instructional effectiveness and student engagement.
KINDERGARTEN
In Kindergarten, students experience a rhythmic and tonal language upon which future skills and concepts will be built.
Opposites in music are explored, specifically loud/soft, fast/slow, high/low. The ability to feel steady beat is fundamental, and movement is emphasized. Singing games employ the Kodaly approach, introducing many songs composed primarily of sol, mi and la. Simple arrangements are played on Orff instruments and a variety of rhythm instruments.
FIRST GRADE
First Grade students delve deeper into reading the rhythmic language introduced in Kindergarten.
Singing games continue in the 1st grade, often accompanied by Orff and rhythm instruments. Students learn to read quarter notes and quarter rests, 8th notes, half notes and whole notes.
SECOND GRADE
Second Graders learn to read melodies on the treble staff.
In preparation for playing the recorder in the third grade, students learn the letter names of lines and spaces on the treble staff. They build upon their rhythm literacy with the addition of the dotted half note and sixteenth notes.
THIRD GRADE
Third Graders play the recorder, synthesizing previously learned pitch and rhythm notation as they read musical scores. Students may sing in the chorus if they choose.
Students begin to play the recorder, using what they have learned about rhythm and the treble staff. Time signatures, bar lines and measures organize the information as musical vocabulary increases. All students learn healthy choral singing techniques, singing in unison and in harmony. Students who wish to perform onstage present the songs we learned in winter and spring concerts.
FOURTH GRADE
Fourth Graders continue to read and play an increasing number of pitches on the recorder, bells, and other classroom instruments. Students may begin study on a band instrument if they choose.
Students apply what they have learned to a variety of projects incorporating singing and classroom instruments. All students learn healthy choral singing techniques, singing in unison and in harmony. Students who wish to perform onstage present the songs we learned in winter and spring concerts. Most students choose to study a band instrument (taught by a colleague who specializes in instrumental instruction).
In Kindergarten, students experience a rhythmic and tonal language upon which future skills and concepts will be built.
Opposites in music are explored, specifically loud/soft, fast/slow, high/low. The ability to feel steady beat is fundamental, and movement is emphasized. Singing games employ the Kodaly approach, introducing many songs composed primarily of sol, mi and la. Simple arrangements are played on Orff instruments and a variety of rhythm instruments.
FIRST GRADE
First Grade students delve deeper into reading the rhythmic language introduced in Kindergarten.
Singing games continue in the 1st grade, often accompanied by Orff and rhythm instruments. Students learn to read quarter notes and quarter rests, 8th notes, half notes and whole notes.
SECOND GRADE
Second Graders learn to read melodies on the treble staff.
In preparation for playing the recorder in the third grade, students learn the letter names of lines and spaces on the treble staff. They build upon their rhythm literacy with the addition of the dotted half note and sixteenth notes.
THIRD GRADE
Third Graders play the recorder, synthesizing previously learned pitch and rhythm notation as they read musical scores. Students may sing in the chorus if they choose.
Students begin to play the recorder, using what they have learned about rhythm and the treble staff. Time signatures, bar lines and measures organize the information as musical vocabulary increases. All students learn healthy choral singing techniques, singing in unison and in harmony. Students who wish to perform onstage present the songs we learned in winter and spring concerts.
FOURTH GRADE
Fourth Graders continue to read and play an increasing number of pitches on the recorder, bells, and other classroom instruments. Students may begin study on a band instrument if they choose.
Students apply what they have learned to a variety of projects incorporating singing and classroom instruments. All students learn healthy choral singing techniques, singing in unison and in harmony. Students who wish to perform onstage present the songs we learned in winter and spring concerts. Most students choose to study a band instrument (taught by a colleague who specializes in instrumental instruction).