2
Updated 2/9/2016
HUMLE ISD ELEMENTARY MUSIC
TABLE OF CONTENTS – Rough Draft
I.
Humble ISD Elementary Mission and Vision
II.
Curriculum (one color of paper)
Learning Statement
Curriculum Scope and Sequence
(Composers)
Curriculum Resources
Assessments
(Curriculum Connections)
Supplemental Resources
Other Schools
Musicals
IV. The Curriculum Committee
(III. Elementary Music Specialists Handbook (another color of paper)
Instructional Responsibilities
Inventory Lists
Campus
Textbooks
Instruments
Learning Resources Listt
Software
Forms
Calendar
Camille DiTusa
Michele Heileman
Allison Janes
Jonathan Kaciuba
Dr. Debbie McKinney, Elementary Music Facilator
Linda Peoples
Kelly Shellnutt
3
Updated 2/9/2016
HUMBLE ISD ELEMENTARY MUSIC MISSION AND VISION
MISSION STATEMENT:
Our purpoase, in partnership with families and community, is to develop each child intelllectually, artistically, emotionally, physically, and socially so that all students are life-long
learners, complex thinkers, responsible global citizend and effective communicators.
VISION STATEMENT:
We envision schools where students and staff are enthusiastically engaged in learning within local and virtual environments. We see schools that encourage collaboration and
cultivate a sense of belonging. We see learning standards that are rigorous and relevant. We see learning standards that inspire creativity and problem solving. Ultimately, we see
schools that prepare students for many paths and that emposer them with skills to successfully live in a rapidly changing world.
ELEMENTARY MUSIC PHILOSOPHY STATEMENT OF PURPOSE:
The purpose of Elementary Music in Humble ISD is to engage the mind, heart, and body of each child by providing an essential piece for his/her comprehensive education. Music,
a universal language, encourages lifelong learning by:
Cognitive/ Academic
Artistic Development
Personal/emotional Affective
Social Development
Physical Deveopment
Development
Development
Promoting critical thinking and
Making students responsible for
Providing a creative outlet
Providing students the
Strengthing gross motor and fine
higher level thinking skills
their own learning
opportunity for cooperative
motor skills
learning and team building
Authentic learning
Producing something personal
Building confidence
Fostering respect of other
Connecting students to history
that is of value
people’s cultures
and spans of generations
Teaching spacial and sequencial
Empowering students to recogize Giving students a way to invest in Enabling verbal and nonverbal
learning; organizational skills
music as a venue for creativity,
themselves
communication
through creative learning
self expression,
Teaching multi-tasking &
Teaching children the value the
Developing emotional maturity
enhances gross motor/fine motor arts have in their daily lives.
and the ability to receive
skills
constructive criticism
Reaching all students despite
Increasing and motivating the
learning differences
pursuit of excellance
Creating a sense of belonging
4
5
Updated 2/9/2016
HUMBLE ISD ELEMENTARY MUSIC CURRICULUM OVERVIEW
PREFACE:
SEQUENCE TO LEARNING MUSIC
Step 1
Step 2
Step 3
Kodaly
Prepare
Present
Practice
Feierabend
Rote level – Echo Neutral syllables
Rote level – pitch and rhythm syllables
Decode – familiar/unfamiliar
Create - improvised
Read – familiar/unfamiliar
Write familiar/unfamiliar
Create composed
THE HUMBLE ISD ELEMENTARY MUSIC STUDENT WILL:
Hear it first
Then Sing
Then Understand
Then Read and Write
Then Create
6
Orff
Imitation
Exploration
Literacy
Updated 2/9/2016
Pitch/Melody
HUMBLE ISD ELEMENTARY MUSIC OVERVIEW/SCOPE & SEQUENCE
K (if applicable)
 High /low
 Same/different
 Up/down
 Reading
graphics
1ST




So
Mi
La
Up/down –
melodic direction




2ND
Lines and Spaces
Do
Re
Pentatonic scale



3RD
Low La
Low So
High Do
4TH





Rhythm



Recognized
tracking
(reading music
left to right)
Beat
Long/short




 - Quarter note
 - Quarter rest
♫- Eighth notes
(beamed)
Steady beat vs.
rhythm
Dynamics

Loud/soft

Review
Tempo

Fast/slow

Review





h. - Dotted half
note
h - Half note
Half rest
Tied notes
Simple meter
 Barline/note
groupings
Double barline




f - Forte
m - Mezzo
p - Piano
Review


ff -Fortissimo
pp - Pianissimo





Allegro
Largo
Accelerando
Ritardando





7
 - Whole note
Whole rest
x- Sixteenth
notes












Ti
Fa
Absolute pitch
Introduce Key of
C, F, and G (1st
semester)
Identify Key of
C, F, and G (2nd
semester)
2/4 meter
¾ meter
4/4 meter
e - Single eighth
notes
O o - Eighth
rests
Syncopated
rhythm patterns
Counting by
number (2nd
semester)
Crescrendo
Descrescendo
Accents
Presto
Andante







5TH
La- minor
Major vs. minor
Eighth note/2
sixteenth notes
beamed e = xx
Ongoing counting
by numbers
6/8 meter
On-going
application of
dynamics
Ongoing application
of tempo
Updated 2/9/2016
K (if
applicable)
Form
HUMBLE ISD ELEMENTARY MUSIC OVERVIEW/SCOPE & SEQUENCE
(continued)
1ST
2ND
3RD
4TH
K (if applicable)



Tone Color

Speaking,
singing,
calling,
whispering



AB form –
(Same/different)
Call/response
Differences
between child /
adult voices
Percussion
timbre/Sound
production
Concept of
Instrumental
Families
Harmony –
Vocal
Harmony Instrumental

Bordun







ABA form
Verse/refrain
Repeat sign
II: :II

Classify/
categorize
Instruments by
family visually
and aurally




Ostinati
Partner songs
Rounds/canons
Ostinati
D.C. al fine
Introduction
 - Coda
1st and 2nd
endings
Rondo form
Identify
individual
instruments
visually and
aurally


 - D. S. al Fine
D. S. al Coda

Theme and variation

On-going
instrumental
study

Introduce vocal
ranges (SATB)

On-going
ostinati


2-part singing
Descant

On-going 2- part
singing

On-going
ostinati
Alternating
hands
Octave change

Cross over

Create simple
instrumental
accompaniment




Music History
/Listening
Expression


Musical
programs
Evaluate
programs
8
5TH
HUMBLE ISD ELEMENTARY MUSIC CURRICULUM
All concepts are on-going and should be reviewed once introduced
Updated 2/9/2016 2:42:19 AM
KINDERGARTEN YEAR MUSIC
1st Semester
ST
Pitch/Melody

Rhythm

Dynamics
Tempo
Form
Tone Color



1 9-WEEKS
K (if applicable)
Explore high /low
2nd Semester
2

ND
RD
9-WEEKS
Recognize high/low
3







Perform teacher led steady
beat
Explore loud/soft
Explore fast/slow
Speaking, singing, calling,
whispering
Harmony
Recommended
Activities/Strategies:
 Recognize tracking
(reading music left to right)
 Reading graphics
All concepts are on-going and should be reviewed once introduced
9
4TH 9-WEEKS
9-WEEKS
Demonstrate high/low
Explore
ascending/descending
Demonstrate steady beat
Long/short
Demonstrate loud/soft
Distinguish fast/slow
Same/different

Recognize
ascending/descending in
familiar music
Updated 2/9/2016
1st GRADE YEAR MUSIC
1st Semester
1ST 9-WEEKS
2nd Semester
3RD 9-WEEKS
2ND 9-WEEKS
Pitch/Melody
T-Review Kindergarten
concepts
S-Recogninze ascending/descending in
Unfamiliar music
T-Prepare So-Mi
T-Model So-Mi
Rhythm
Review Kindergarten concepts
Steady beat vs. rhythm awareness
Prepare ♫ - eighth note rhythms
Model ♫ - eighth note rhythms
Dynamics
Tempo
Form
Review Kindergarten concepts
Review Kindergarten concepts
Review Kindergarten concepts
Tone Color
Review Kindergarten concepts
Review
Review
AB form – (Same/different)
Call/response
Differences between child / adult voices
Percussion timbre/Sound production
Explore
Bordun
Harmony – Vocal
Harmony - Instrumental
All concepts are n-going and should be reviewed once introduced
Updated 2/9/2016
S-Decode Sol-Mi
S- Improvise Sol-Mi
S-Read Sol-Mi
T-Prepare La
T-Model La
S-Decode  + ♫ - quarter note
and eighth note rhythms
S- Improvise  + ♫ - quarter
note + eighth note rhythms
S-Read  + ♫ - quarter note +
eighth note rhythms
S -Prepare  quarter rest
T -Model  quarter rest
Review
Review
Review
Review
Block bordun
Review
2nd Semester
10
S-Write Sol-Mi
S- Compose Sol-Mi
S- Decode using Sol-Mi-La
S- Improvise Sol-Mi-La
S-Read So-Mi-La
S – Write  + ♫ - quarter note +
eighth note rhythms
S – Compose  + ♫ - quarter note +
eighth note rhythms
S – Decpde  + ♫ - quarter note +
eighth note rhythms
S – Improvise  + ♫ - quarter note +
eighth note rhythms
S – Read  + ♫ - quarter note +
eighth note rhythms
Review
Review
Review
Review
Concept of Instrumental Families
2ND GRADE YEAR MUSIC
1st Semester
4TH 9-WEEKS
1ST 9-WEEKS
2ND 9-WEEKS
3RD 9-WEEKS
4TH 9-WEEKS
Pitch/Melody
Review So, Mi, La, Up/Down
S - Write La
S - Compose La
Introduce Lines and Spaces
T - Prepare Do
T - Model Do
S - Decode Do
S - Improvise Do
S - Read Do
T - Prepare - Re
T - Model - Re
Rhythm
Review  Quarter Note,
 Quarter rest, ♫ Eighth
notes,
steady beat vs. rhythm
S - Write  Quarter rest
S - Compose  Quarter rest
T- Prepare h Half note
T – Model h Half note
S- Decode h Half note
S- Improvise h Half note
S- Read h Half note
Introduce Tied notes
S – Write h Half note
S- Compose h Half note
T- Prepare Half rest
T – Model Half rest
Dynamics
f - Forte
p - Piano
Review fast/slow
Review 1st grade concepts
ABA form
Verse/refrain
Repeat sign - II: :II
Review Concept of Instrumental
Families
S – Decode Half rest
S- Improvise Half rest
S – Read Half rest
S – Write Half rest
S - Compose Half rest
Simple meter awareness
Barline/note groupings
Double barline
m - Mezzo
S - Write Do
S - Compose Do
S - Decode Re
S - Improvise Re
S - Read Re
S- Write Re
S - Compose Re
Pentatonic scale awareness
T- Prepare h. Dotted half note
T – Model h. Dotted half note
S- Decode h. Dotted half note
S – Improvise h. Dotted half note
S – Read h. Dotted half note
S – Write h. Dotted half note
S – Compose h. Dotted half note
Tempo
Form
Tone Color
Harmony – Vocal
Harmony - Instrumental
Review Borduns
All concepts are on-going and should be reviewed once introduced
Updated 2/9/2016
Classify/ categorize Instruments by
family visually and aurally
Ostinati
Ostinati
Rounds/canons
Partner songs
3rd GRADE YEAR MUSIC
1st Semester
2nd Semester
11
1ST 9-WEEKS
Pitch/Melody



Review pentatonic
T- Prepare Low La/Low So
T- Model Low La/Low So
Rhythm

Dynamics

Review 2nd grade rhythmic
concepts
T-Prepare  - Whole note/
T-Model  - Whole
note/Whole rest
S- Decode  - Whole note/
Whole rest
S-Improvise  - Whole note/
Whole rest
Review f, p, m
Tempo




Allegro
Largo
Review 2nd grade concepts
Rondo form




Form
2ND 9-WEEKS










S- Decode Low La/Low So
S- Improvise Low La/ Low So
S-Read Low La/Low So
T- Prepare High Do
T- Model High Do
S- Read  - Whole note/ Whole
rest
S-Write  - Whole note/ Whole
rest
S- Compose  - Whole note/
Whole rest
T-Prepare x- Sixteenth notes
T-Model x- Sixteenth notes
 ff -Fortissimo
 pp - Pianissimo
 Accelerando
 Ritardando
 D.C. al fine
1st and 2nd endings
Tone Color
Harmony – Vocal
 On-going ostinati
Harmony - Instrumental
 On-going ostinati
All concepts are on-going and should be reviewed once introduced

Alternating hands
12
3RD 9-WEEKS








S- Write Low La/ Low So
S – Compose Low La/Low So
S- Decode High Do
S-Improvise High Do
S- Read High Do
S- Decode x- Sixteenth notes
S-Improvise x- Sixteenth notes
S- Read x- Sixteenth notes



Introduction
 - Coda
Identify individual instruments
visually and aurally

Octave change
4TH 9-WEEKS


S- Write High Do
S- Compose High Do


S-Write x- Sixteenth notes
S- Compose x- Sixteenth
notes
4th GRADE YEAR MUSIC
Updated 2/9/2016
1st Semester
1
ST
2nd Semester
9-WEEKS
2
ND
9-WEEKS
Pitch/Melody





Review 3rd grade pitch material
T- Prepare Fa
T- Model Fa
Absolute pitch
Introduce Key of C, F, and G





S- Decode Fa
S- Improvise Fa
S-Read Fa
T- Prepare Ti
T- Model Ti
Rhythm


Review 3rd grade rhythmic concepts
T-Prepare e/ o - Single eighth
note/rest
T-Model e/ o - Single eighth note/rest
S- Decode e/ o - Single eighth
note/rest





2/4 meter
¾ meter
4/4 meter
S-Improvise e/ o Single eighth note/rest
S- Read e/ o - Single
eighth note/rest
S-Write e/ o - Single
eighth note/rest
S- Compose e/ o Single eighth note/rest
Accents




Presto
Andante
 - D. S. al Fine
D. S. al Coda

Cross over





Tempo




Form

Dynamics
Review f, p, m, ff, pp
Crescrendo
Descrescendo
Review Allegro, Largo, Accelerando,
Ritardando
Review 3rd grade concepts
Tone Color
 On-going instrumental study
Harmony – Vocal
 2-part singing
Harmony - Instrumental
 Review 3rd grade skills
All concepts are on-going and should be reviewed once introduced
13
3







RD

S- Write Fa
S – Compose Fa
S- Decode Ti
S-Improvise Ti
S- Read Ti
Identify Key of C, F, and G
T-Prepare Syncopated rhythm
patterns
T-Model Syncopated rhythm
patterns
S- Decode Syncopated rhythm
patterns
Counting by number

Descant


4TH 9-WEEKS
9-WEEKS


S- Write Ti
S- Compose Ti

S-Improvise Syncopated
rhythm patterns
S- Read Syncopated rhythm
patterns
S-Write Syncopated rhythm
patterns
S- Compose Syncopated
rhythm patterns



5th GRADE YEAR MUSIC
Updated 2/9/2016
1st Semester
1
ST
9-WEEKS
2nd Semester
2
ND
9-WEEKS
Pitch/Melody

Review all 4th grade pitch
material




T - Prepare La- minor
T – Model La-minor
T – Prepare Major vs. minor
T – Model Major vs. minor
Rhythm


S-Improvise Eighth note/2

Review 4th grade rhythmic
concepts
T-Prepare Eighth note/2


sixteenth notes beamed e = xx
T-Model Eighth note/2
sixteenth notes beamed e = xx
S- Read Eighth note/2 sixteenth
notes beamed e = xx
S-Write Eighth note/2 sixteenth

sixteenth notes beamed e = xx
S- Decode Eighth note/2


notes beamed e = xx
S- Compose Eighth note/2
sixteenth notes beamed e = xx
 Ongoing counting by numbers
Dynamics
 On-going application of
dynamics
Tempo
 Ongoing application of tempo
Form
 Review 4th grade concepts
Tone Color
 Ongoing instrumental study
 Introduce vocal ranges (SATB)
Harmony – Vocal
 On-going 2- part singing
Harmony - Instrumental
 Create simple instrumental
accompaniment
All concepts are on-going and should be reviewed once introduced
sixteenth notes beamed e = xx

Theme and variation
14
3









RD
4TH 9-WEEKS
9-WEEKS
S – Decode La- minor
S- Read La - minor
S- Read La – minor
S- Write La-minor
S- Decode Major vs. minor
S – Create major vs. minor
T – Prepare 6/8 meter
T – Model 6/8 meter
S – Decode 6/8 meter



S – Read Major vs. minor
S – Write Major vs. minor
S- Compose Major vs. minor


S – Improvise 6/8 meter
S - Read 6/8 meter
Updated 2/9/2016
RESOURCE LIST OF SONGS FOR LEARNING MUSIC
Song Resource Key:
AFS = 150 American Folk Songs
Selected and edited by Peter Erdei
KM = The Kodaly Method I
(3rd Edition)
Lois Choksy
SM = Spotlight on Music
Textbook Series
MacMillan McGraw-Hill
15
Updated 2/9/2016
FIRST GRADE RHYTHM:
Hold My Mule AFS 52
In and Out SM 245 (2)
Lucy Locket KM 190
Rain Come Wet Me KM 204
Rain Rain AFS 3
See Saw KM 191
Snail Snail KM 193
Star Light, Star Bright SM T258 (1)
This Old Man SM T306
Twinkle Twinkle
Q & qaq
Apple Tree
Bee Bee SM T250 (1)
Billy Bad
Blue Bells KM 190
Bobby Shaftoe KM 195
Bounce High KM 193
Bow Wow Wow KM 205
Button You Must Wander KM 206
Bye Baby Bunting AFS 4
Bye Lo Baby Oh KM 192
Closet Key AFS 2
Cuckoo KM 190
Doggie Doggie SM 59 (2)
Engine Engine Number 9 SM 13 (2)
Go Tell Aunt Rhody KM 238
Good Night KM 191
Here Comes a Bluebird KM 205

Bow Wow Wow AFS 18
Hot Cross Buns KM 199
Icka Backa KM 190
Naughty Kitty Cat SM T171 (1)
Peas Porridge Hot SM T255 (1)
Ring Around the Rosy AFS 12
16
Updated 2/9/2016
2ND GRADE RHYTHM:

Cut the Cake
Deedle Deedle Dumpling (My Son John)
Great Big House KM 207
Here Comes a Bluebird KM 205
Let Us Chase the Squirrel AFS 6
Page’s Train AFS 20
Rocky Mountain AFS 19
Who’s That? AFS 7

Derry Ding Dong Dason KM 224
Lavender’s Blue KM 242
Music Alone Shall Live KM 259
Oh How Lovely KM 242
Rise Up Old Flame KM 263
Updated 2/9/2016
17
3RD GRADE RHYTHM:

Chicka Hanka SM 138 (4)
How Long the Train Been… SM 264 (4)
I Got a Letter KM 230
Jubilate Deo KM 282
Lonesome Valley KM 220
My Old Hammer KM 211
Nine Hundred Miles KM 233
Rattlesnake KM 227
Rose Red KM 265
Who Killed Cock Robin? KM232

Chicken on a Fence Post SM 265 (3)
Dinah SM 150 (3)
Golden Ring KM 212
Love Somebody KM 257
Mary Had a Baby KM 215
Old Brass Wagon KM 213
Paw Paw Patch KM 256
Tideo AFS 87
Updated 2/9/2016
4TH GRADE RHYTHM:
18

Charlotte Town
London Bridge KM 239
Old House KM 231
Shanghai Chicken KM 225
This Train is Bound for Glory SM 343 (4)
Alabama Gal KM 213
Black Snake
Canoe Song KM 231
Don’t Let the Wind KM 226
Hill and Gully Rider SM 250 (5)
Liza Jane AFS 45
Ridin’ in a Buggy AFS 44
Shoo My Love AFS 84
Weavily Wheat
Duple Meter
Bounce High KM 193
Rain Rain KM 191
Star Light KM 192
See Saw KM 191

Triple Meter
Al Citron
Chairs to Mend KM 82
Do Lord
In the Bleak Midwinter KM 249
Johnny Has Gone for a Soldier KM 267
Liza Jane AFS 45
Perry Merry Dictum KM 221
Viva la Musica KM 275
Goodbye Old Paint KM 224
Lavender’s Blue KM 242
Music Alone Shall Live KM 259
Oh How Lovely KM 242
Rise Up Old Flame KM 263
Star Spangled Banner SM 386 (5)
Streets of Laredo KM 255
Sweet Betsy from Pike AFS 93

Updated 2/9/2016
5TH GRADE RHYTHM
A My Name is Abbie KM 193
Compound Meter
19
Charlie Over the Ocean KM 228
Chicka-ma, Chicka-ma Craney Crow SM 263 (3)
Farmer in the Dell AFS 49
I’se the B’ye KM 256
It Rained a Mist KM 240
Johnny Comes Marching Home SM 34 (5)
Mulberry Bush KM 22
Oats and Beans AFS 68
Old Roger SM 280 (3)
Oliver Cromwell
Pat Works on the Railway KM 267
Sing Sing Together
Skin and Bones KM 231
Oliver Twist KM 196
See Saw Margery Daw KM 195
Chickalileeo KM 234
Chiney Doll
Coffee Grows KM 219
Dog and Cat AFS 24
Johnny Cuckoo AFS 80
Skip to My Lou KM 253
Ten Little Indians

Buffalo Boys
Hop Old Squirrel AFS 2
Lead Through That Sugar and Tea
Ridin in a Buggy AFS 44
Weavily Wheat
Q & qaq

Cedar Swamp KM 227
Draw a Bucket of Water AFS 13
Ida Red AFS 20
Skip to My Lou KM 253
Skipping Rope Song AFS 84

Updated 2/9/2016
1ST GRADE MELODY
Bee Bee SM T250
Blue Bells KM 190
So-Mi
Apple Tree
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Bye Lo, Baby O KM 192
Come Back Home SM T134
Cuckoo KM 190
Doggie Doggie SM 59 (2)
Good Night SM 76 (2)
Lemonade KM 193
Miss Miss
One, Two, Three, Four, Five SM T265
Peas Porridge Hot SM 255
Ring Around the Rosy KM 197
Snail Snail KM 193
Star Light KM 192
La
Apple Tree
Bobby Shaftoe KM 195
Bounce High KM 193
Here Comes a Bluebird KM 205
Icka Backa KM 190
Little Sally Water KM 195
Lucy Locket KM 190
Naughty Kitty Cat SM T171 (1)
Star Light KM 192
We Are Dancing
Updated 2/9/2016
2ND GRADE MELODY
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Do
Apple Tree
Bow Wow Wow KM 205
Button You Must Wander KM 206
Deedle Deedle Dumpling
Down Came a Lady AFS 17
Grandma Grunts KM 200
I See the Moon KM 198
Jim Along Josie KM 201
Johnny Caught a Flea SM T158 (1)
Knock the Cymbals KM 204
Ring Around the Rosy AFS 12
Rocky Mountain KM 208
Twinkle Twinkle
Wallflowers
Wee Willie Winkie
Who’s That KM 202
Re
All Around the Buttercup SM 210 (2)
Bow Wow Wow KM 205
Buffalo Boys
Dinah SM 150 (3)
Frog in the Meadow SM 243 (3)
Frosty Weather SM 250 (3)
Great Big House KM 207
Here Comes a Bluebird KM 205
Hope Old Squirrel AFS 2
Hot Cross Buns KM 199
Johnny Cuckoo AFS 80
Let Us Chase the Squirrel AFS 6
Long Legged Sailor SM 243 (4)
Naughty Kitty Cat SM T171 (1)
Rain Come Wet Me KM 204
Sleep Baby Sleep KM 202
Tideo AFS 87
Teddy Bear KM 198
Updated 2/9/2016
3RD GRADE MELODY
Chicka Hanka SM 138 (4)
Cumberland Gap SM 209
I Got a Letter KM 230
Stoopin’ on the Window AFS 32
La
Amasee
Canoe Song KM 231
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Walk Daniel
Old Brass Wagon KM 213
Pick a Bale of Cotton AFS 95
Pop Goes the Weasel SM 94 (5)
Riddle Song AFS 52
Sailing on the Ocean KM 214
Shake Them Simmons
Shanghai Chicken KM 223
Weevily Wheat
So
Al Citron
Alabama Gal KM 213
Band of Angels AFS 38
Chickalileeo KM 234
Coffee Grows on White Oak Trees KM 219
Cotton Eye Joe KM 209
Dog and Cat AFS 24
Down Came a Lady AFS 17
Draw a Bucket of Water AFS 13
Eency Weency Spider AFS 85
Farmer in the Dell AFS 49
Four White Horses
Hold My Mule AFS 52
If You’re Happy and You Know It
Johnny Cuckoo AFS 80
Lead Through that Sugar and Tea
Old Bald Eagle AFS 70
Do′
Cedar Swamp KM 227
Cut the Cake
Don’t Let the Wind KM 226
Goin’ Home on a Cloud
John Kanaka SM 249 (5)
Shady Grove KM 237
Shoo My Love AFS 37
Skipping Rope Song AFS 84
Tideo AFS 87
Train is a Comin’ AFS 53
Why Shouldn’t My Goose
So (continued)
Updated 2/9/2016
4TH GRADE MELODY
Are You Sleeping SM 260 (4)
Chairs to Mend KM 82
Cut the Cake
Fa
Among the Little White Daisies
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Why Shouldn’t My Goose
Yankee Doodle SM 154 (4)
Eency Weency Spider AFS 85
Go In and Out the Window
Go Tell Aunt Rhody KM 238
Joyful Joyful SM 103 (5)
London Bridge KM 239
Naughty Kitty Cat SM T171 (1)
Oats and Beans AFS 68
Old Joe Clark KM 274
Oranges and Lemons KM 251
Paw Paw Patch KM 256
Simple Gifts KM 257
The Deaf Woman’s Courtship AFS 67
This Land is Your Land SM 146 (4)
Twinkle Twinkle
Whistle Daughter Whistle
Updated 2/9/2016
Ti
All Through the Night SM 277 (4)
Au Claire de la Lune
Miss Mary Mack KM 118
Music Alone Shall Live KM 259
Rise Up Old Flame KM 263
Streets of Laredo KM 255
The Little Birch Tree
Yankee Doodle SM 154 (4)
ASSESSMENT
Fun Activities for Practicing and Assessing Rhythm, Melody, and Absolute Pitch Names
Practice/Assess skills in music using fun, low stress, no pressure activities. Students will forget they are being tested!
These can be used and adapted for any grade/skill level!
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Snowballs: Patterns are written on a piece of paper, wadded up, thrown about the room, retrieved and read one by one.
Beach Ball: Patterns are written on colored sections of the beach ball. Teacher or student tosses the ball. Catcher reads pattern where fingers are touching or on color called for.
Basketball: Shoot for a basket if you read the pattern correctly.
Baseball: Two teams: Read the pattern correctly, move to first, read incorrectly – it’s a strike! Hopefully the team members will move you onto second, third, and home plate for a
score!
Concentration: Patterns (in duplicate) laid out face down and in random order in sort of a grid. Two teams: Team member turns a card, reads the pattern and tries to remember
where its match lies. Team with the most “pairs” wins.
Passing Games: Example – I Got a Letter this Morning (Patterns are in the envelope being passed or in a mail sack to be delivered. If the song ends at your “house”, you read.)
Works great for holidays too (Valentines – shoebox decorated with “Valentines” inside, Easter – eggs with patterns in them, etc.)
Chase Games: Students play “Duck, Duck, Goose” style games using various songs. After their turn, they read a pattern. This can be used with many songs and the kids never get
tired of it.
“All Around the Buttercup” – substitute “buttercup” for another flower, students pick flowers with patterns on them
“Lavender’s Blue” – patterns in a crown
“Lucy Locket” – patterns written on “money” and put in a purse dropped in someone’s lap
Apple Tree: Students sing the song and one person gets to pick an apple from the tree to read (use die cuts of apples stuck on a butcher paper tree or if you have a magnetic dry
erase board, draw a tree and put magnets on the back of patterns.) This also works well for the song “Pumpkin Patch” in October.
Updated 2/9/2016
Updated 2/9/2016
House of Pies – “Great Big House in New Orleans” – Students sing song substituting “pumpkin pie” with their favorite pie. Teacher pulls corresponding pie pattern out of “house”
and the class or individual reads it.
Rhythm/Melody Roll: Toss a number five. Read the five pattern, etc.
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Rhythm Relay: Two teams: One person from each team goes to the board. Students listen to a 4 beat rhythmic pattern. The first person that writes the pattern correctly and sits
down wins a point for their team. The team with the most points wins.
Rhythm Train: One child selects and reads a four beat pattern; next child selects another four beat pattern and reads it with the previous one, etc.
Go Fish: Used with the “Fishing Song” (One, two, three, four, five). Students use a fishing pole with a magnet on hook and snag patterns from a pond.
Flash Card Reading: Go down the row one at a time – lickety split! The little kids will do this for stickers. Sometimes, even the big kids will! 
King of the Mountain: King of the mountain is played with all children sitting in a circle and having a rhythm card in front of them that is placed on the floor. The teacher
establishes a place in the circle and sits there to designate where the king of the mountain is and where the bottom of the mountain is. The children each take a turn speaking their
pattern going in a counterclockwise direction while the class taps the beat on their laps. If the child speaking is off beat, or otherwise makes a mistake on his/her pattern, then he
falls off the mountain. He then moves to the left of the teacher and all others move over one card to their left. At some designated ending point by the teacher, the child who is at
the right of the teacher at the end of the game is the winner.
Connect Four: This is done with four rows of four chairs (total 16). In each chair is a rhythm card or melody card or vocab card, etc. The children are divided into two teams. A
child from a team takes a turn going to a chair of that team member’s choice and tries to tap, read, sing, explain, etc. whatever is on the card that is in the chair he picked. If he gets
it right, he sits in the chair and his team gets another turn. If he gets it wrong, the other team gets a turn. The goal is to get four horizontally, diagonally, or vertically. Girls vs. boys
works well for ID of teams.
Categories: If a class is having trouble getting the sound of a particular interval, implant the interval in their brains with this game. Class stands in a circle. They do a two fingered
clap twice with a silent “swish” at their sides (clap, clap, back, forwards). On the “swish” the teacher can sing:: One, two (s-m or whatever interval you are concerned about) clap
clap Categories clap clap Say the clap clap Names of clap clap (then name a category – colors, musical instruments, food, states, capitols, presidents, ice cream flavors, etc.). The
game travels from teacher to next student and they answer on the very next “swish” with only claps in between each answer. Object is not to stop the rhythm, match pitch of the
teacher and to think fast! When they get really good, I add “No repeats” before I name the category. If someone names the same answer, the original student has to raise their hand
to catch the repeater. Then the repeater is out (sits down).
Updated 2/9/2016
Rhythm Scramble: 4 students are given a 4 beat rhythm card. They stand in a straight line with the card held at chest level, facing the class. The class starts and reads all cards,
left to right. Then, the 4 students are given several seconds to “scramble” the order in which they are standing. Then, the class reads the “new” rhythm. Repeat several times.
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Rhythm Erase: Make a big
+
on the board. In each quadrant, write one 4 beat rhythmic pattern using an element you are working on (this works well if you use a known song
or even a song that you are about to teach). Have the students read the rhythms, starting on top left to right, then continuing on the bottom. Do this a couple of times. Then erase
one of the quadrants. Have the students read the rhythm again, remembering the missing rhythm. Erase another section. Do this until the entire rhythm is erased and the students
are reciting this completely from memory. You would be amazed at how determined and excited they get at proving to you that they remember what the rhythm was!
Rhythm/Melody Loop Game: Each student has a card with 2 patterns written on it. At the top of the card, it says: Answer: I have (and then a rhythm or melody for them to
read.) At the bottom of the card it says: Question: Who has (and then a different rhythm or melody to read). Teacher starts with the first card and students continue reading
patterns in answer/question format. The game ends with the teacher’s card.
Music Jeopardy: Just like the game show. Two Teams. Create different categories: Melody, Rhythm, Dynamics, Instruments, and Random Facts. Students can pick anywhere
from $100-$500 for each categories. For Melody and Rhythm, students must sing/clap the patterns to get the answer correct. Team with the most points wins. I have a powerpoint
for this that would be good for assessment of skills in grades 3-5. Email me if you want it! 
Absolute Pitch Spelling Bee: For this activity, each student has an individual floor staff and bingo chips. The leader calls out a word that can be spelled using the lines and spaces
of the treble staff. Students spell the word out on the staff using bingo chips. This is great if you are doing centers, because a student can easily lead. To make it more of a
competition, you can have the class in two teams and one person from each team spells out the word. The first person to get it right wins a point. The team with the most points
wins.
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