Welcome to Music!
Students in the Kyrene School District are fortunate to be able to take part in
a wide variety of learning activities. These activities are based on the National
Standards of Music Education, which were adopted in 1994 by the Music
Educators National Conference (now known as NafME or National Association for
Music Education). These National Standards are as follows:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of
music.
3. Improvising melodies, variations and accompaniments.
4. Composing and arranging music within specific guidelines.
5. Reading and notating music.
6. Listening to, analyzing and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts and
disciplines outside the arts.
9. Understanding music in relation to history and culture.
At Cerritos and Mirada, we are very fortunate to have a wide variety of
instruments. These include various sizes of metallophones and xylophones as
well as glockenspiels, and many different percussion instruments. Because of
the number of instruments available, students from kindergarten through fifth
grade are often able to perform during class time. This helps students to
become involved more quickly. In addition, every fourth and fifth grade
student is assigned a recorder (a flute-like instrument) that is used during the
portion of class when we are specifically working on our music literacy and
playing skills. Students also have room to move and respond to music and then
transition to the instrument area during the same class lesson.
Units of music lessons include one or more of the ten elements that the Music
Curriculum Advisory Committee believes are the necessary aspects of music
understanding. These ten elements are:
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Beat
Tempo
Rhythm
Meter
Melody
Harmony
Form
Expression (which includes dynamics and articulation)
Timbre
Style/Genre
As stated in the Kyrene School District Music Curriculum guide: “While the
ten elements are each important in their own way, they do not exist alone and
must be brought together through organized music experiences.” Furthermore, “it
is understood that some of these elements are taught/reviewed simultaneously,
hence the duplication of some activities.”
What does this mean to your child who is taking part in music classes at
Cerritos and Sierra? It means that learning music is a gradual process that takes
place over several years. Just as students learn to speak first before writing,
students of music often learn to feel or respond to a beat before they begin to
read the music. Gradually they begin to recognize different patterns to the beat.
Melodic patterns are recognized in the same way--first, with easily
recognizable patterns and gradually more subtle differences. Just as students
study patterns and form in language arts, mathematics and other areas of study,
we make use of visual aids that demonstrate how patterns and form provide
structure to the music we are singing, listening to, or performing. Students may be
asked to create their own pattern and to perform it with a group of classmates.
Then they may have an opportunity to comment on what seemed to work and
what they would want to change. Learning to cooperate and contribute in a
positive way in a group setting is a side benefit to much of what we do in music.
We may ask students how certain selections of music differ from one
another. Are the instruments (timbre) the same in every verse? What instruments
do you think would sound best and why? Is the tempo (how fast the music is
played) the same throughout the piece? We listen to and perform music
originating from different places and from different periods in history. How did this
music become popular or important? How did the composer combine the
different elements so that his or her music matched the human emotion being
expressed (or elicited)? How might we vary our performances to express ourselves
more accurately?
Students from kindergarten through fifth grade “perform” in their classrooms.
At first, only one melody or a melody with an accompaniment may be studied.
Then a repeated pattern (an ostinato) may be performed or studied to contrast
with the melody. Rounds and canons may be sung or performed and finally twopart and sometimes three-part harmony may become a reality. These additional
parts may be added in speech or singing, using rhythm instruments, or instruments
which can play a melody.
Some grade level musical programs may be performed throughout the year.
These programs allow students to demonstrate much of what is being learned
throughout the year. Students are given opportunities to perform in a large group
setting, with smaller ensembles and sometimes individually according to the needs
of the programs and the abilities of the students. Our hope is that each student will
experience that special sense of accomplishment that comes from performing as
part of a group.
By the end of fifth grade, our goal as music teachers is that most students will
be able to read, write and perform some simple melodies. In addition, students will
have had opportunities to create and improvise different patterns in music.
As a music teacher, nothing would please me more than to have each
student involved in music as they move up to our middle schools. Excellent band,
choir and orchestra programs are available there as well as a yearly musical.
As you can surmise, music in not just sitting and singing songs. In fact, we
rarely stay in one place for the entire class period. Active listening and
participation by each student makes music come alive. Your children may not
become professional musicians (or maybe they will) but my hope is that they will
find that music can have a special place in each of their lives.
In 2002 we began to incorporate materials from the approved music texts in
the music curriculum. The series entitled Silver Burdett Making Music is published by
Scott Foresman. I also reinforce these musical concepts through other sources
such as Gameplan, An Active Music Curriculum for Children by Jeff Kriske and
Randy DeLelles. There are many other complementary sources available as well.
Thank you for allowing me to spend time with your children. I am honored
that I can be a part of such a great educational community.
Sincerely,
Mary Ellen Attanucci
P.S. If you have any questions for Mrs. Attanucci, email is the easiest way to reach
me. My email is mattanucci@kyrene.org.
MUSIC RULES
1. Regular Seats
3.RESPECT
-teacher
-classmates
-equipment
2. Really Listen
4. Really try
Consequences for Music Classes
If a student disrupts the learning process, one or more of these consequences may
occur:
1. The student is reminded of what behavior is acceptable.
2. The student, when possible, is given a choice of changing the
unacceptable behavior or moving to time out.
3. The student is given a short time out with option to return when they feel
ready to show self-control.
4. The student is given a long time out (10 minutes or remainder of class
time).
5. A note home or a phone call is made to parent or a talk with the principal
or assistant principal.
6. In each case, the classroom teacher is informed so that other
consequences may apply.
Criteria for Grades in Music Class for Grades K - 5
BEHAVIOR
To earn the grade of P (Proficient)
Student shows responsibility and a caring attitude toward music class
activities and peers.
To earn the grade of D (Developing)
Student often shows good self-control and participation. Follows
instructions reasonably well.
To earn the grade of AC (Area of Concern)
Student displays little self-control and often disrupts the learning
process. Many reminders are necessary to keep student on task.
CONTENT
Some skills that may be assessed throughout the year:
- Proper singing technique and accurate pitch
- Reading and performing written rhythms
- Responding to listening activities as instructed
- Following given guidelines when improvising or creating music
- Performing movements as instructed
- Proper playing technique on nonpitched instruments
- Playing recorder with a good sound and accurate fingering (grades 4 & 5)
- Proper mallet grip and playing technique with metallophones, xylophones and
glockenspiels
Activities and assessments are based on the grade level objectives as set forth in
the Kyrene Music Curriculum.
To earn the grade of P (Proficient)
Student demonstrates mastery of most skills assessed.
To earn the grade of D (Developing)
Student demonstrates mastery of a few skills and reasonable competency in
other areas.
To earn the grade of A (Area of Concern)
Student is experiencing difficulty with many of the skills assessed.
PILLARS OF CHARACTER
At Sierra, we encourage students to be “people of good character”.
Students can earn rewards by demonstrating one of six character traits on a
consistent basis. The character traits that may be earned are: trustworthiness,
responsibility, respect, fairness, caring, and citizenship.
We, as adults, know the value of living and working with “people of
good character”. Our hope is that, as our students mature, character traits will be
seen not as a means to a reward, but that “being a person of good character” is
something that is good in and of itself.
Trustworthiness
Respect
Responsibility
Fairness
Caring
Citizenship
The “SEVEN HABITS OF HIGHLY EFFECTIVE KIDS” form the basis of the rules at
Cerritos Elementary, A Leadership Academy.
At Cerritos, students are encouraged to earn C.A.R.E.S. Awards.
C.A.R.E.S. in the Music Room includes:
C
Cooperation
A
Accountable
R
Respect
E
Excellence
S
Safety
-Use teamwork to synergize musically
-Follow instructions and work with classmates
in a manner that works best for all
-Stay on task and be attentive to the task
-Satisfactory accomplishment of music goals
-Be respectful of the teacher, other students,
and of the musical instruments
-Do our best to succeed and to help others to
be successful as well
-To use equipment carefully so that all will be
safe
-To move in the way instructed so that no one
will be harmed
The seven habits of Highly Effective Kids are:
1.
2.
3.
4.
5.
6.
7.
Be Proactive
Begin with the end in mind
Put first things first
Think Win-Win
Seek first to understand
Synergize
Sharpen the saw
These habits are discussed and reinforced throughout Cerritos.
Again, our hope is that, as our students mature, these seven habits will
be seen not as a means to a reward, but something that is good in and of itself.