District Overview
The BHASD Music Department focuses on three overarching goals in the design of curriculum and instruction for music courses from
Kindergarten through Grade 12. BHASD students will be able to:
1) Apply music knowledge and skills to lifelong music learning and enjoyment,
2) Appreciate a wide variety of music in the ever-changing global environment, and
3) Mature into intelligent and discerning consumers of music and musical experiences.
General Music courses and vocal and instrumental performing groups at each grade level sequentially establish the foundation for developing
these capacities in all Brandywine students by their high school graduation.
Elementary General Music Grade 1 Description
Grade 1 General Music builds on the foundation established in Kindergarten music. Students interact with the seven elements of music (rhythm,
melody, harmony, form, timbre, dynamics and tempo) and begin to develop specific skills, concepts and vocabulary in rhythm, melody and form.
This course features units in performing, reading and notating beat, pattern and rhythm; identifying, performing, reading and notating the quarter
note and paired eighth-notes; identifying melody as patterns of sound moving higher and lower; performing and reading melody patterns using
pitches Do-Re-Mi; performing solo and unison singing; building basic skills on Orff xylophones, Boomwhackers and chorded zither; body awareness
and movement skills with folk songs, games and dances; the role of music in ballet; patriotic music; and enjoying music as an expression and
celebration of life. Grade 1 General Music culminates with the students’ first public concert in which performance skills, mastery of song material,
and memory skills are introduced and utilized with age-appropriate proficiency.
At the First Grade developmental level, this course builds on the foundation for developing the following capacities in all Brandywine Grade 1
students: 1) Apply music knowledge and skills to lifelong music learning and enjoyment, 2) appreciate a wide variety of music in the ever-changing
global environment, and 3) mature into intelligent and discerning consumers of music and musical experiences.
Grade 1 Units:
 Unit 1: Melody
 Unit 2: Rhythm
 Unit 3: Harmony
 Unit 4: Form
 Unit 5: Expression
 Unit 6: Movement
 Unit 7: Composition
 Unit 8: Performance
 Unit 9: Music Appreciation
Subject: Elementary General Music
Grade: Grade 1
Suggested Timeline: 1 period per 6-day cycle; developed sequentially
throughout the entire Grade 1 year
Unit Title: RHYTHM
Unit Overview/Essential Understanding:
Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the first element of
music: RHYTHM. What is beat and rhythm? What is a strong beat vs a weak beat? How do I read, spell, decode and perform the rhythm of
songs and rhymes? How do I write a rhythm pattern? What are the steps in the writing process? Can I write a pattern that is dictated? What
symbols are used to organize beats and rhythm? How are rhythms performed by a group?
Unit Objectives:
Grade 1 students will demonstrate the difference between beat and rhythm with accuracy.
Grade 1 students will read, spell, decode and perform simple rhythmic notation (ta and ti ti) with accuracy.
Grade 1 students will decode the rhythm patterns of familiar songs and rhymes in correct sequence.
Grade 1 students will write rhythm patterns using quarter and paired eighth notes in 4-beat patterns.
Grade 1 students will identify symbols that organize beats into groups.
Focus Standards Addressed in this Unit:
9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works
in the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the
arts.
9.1.G Recognize the function of rehearsals and practice sessions.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
Misconceptions:
Inability to distinguish the sequence of individual beats when writing rhythmic patterns
Concepts/Content:
Competencies/Skills:
Description of Activities:
Review Rhythm Foundations from Grade K
 Clap/step beat vs. rhythm using Blue=
 echo rhythm patterns
 steady beat/no beat
Beat, Red=Rhythm icons
 reading written notation/flashcards
 strong/weak beats and accent
 Echo clap and say 4-beat rhythm
 playing rhythm patterns with rhythm instruments
 “marching music” (2-meter) vs. 3-meter
patterns
 writing rhythm patterns with manipulatives and
or 4-meter
paper/pencil

decode rhythm pattern sequence of
 Write 4-beat rhythm patterns using
 dictation of rhythm patterns
whole songs/rhymes
craft sticks – teach writing process
 read, write, decode, and take dictation
 Write 4-beat rhythm patterns using
of 4-beat rhythm patterns (begin using
craft sticks – master writing process
manipulatives and stick notation;
 Write notes and 4-beat rhythm patterns
proceed to paper and pencil)
with paper and pencil
 long/short sounds of word syllables in
 Create 4-beat Ta & Ti Ti patterns,
song lyrics (aural)
writing them with pencil and paper
 bar line (to group beats)
 Perform 4-beat rhythm patterns using
 double bar line (end of song)
rhythm instruments, group project
Assessments: 1) Teacher observation of written rhythm patterns, 2) Dictated rhythm worksheets and quizzes
Interdisciplinary Connections:
Additional Resources:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
The Music Connection basal series
Math: pattern, sequence
Early Childhood Music resources
Social Studies: historical context of songs and rhymes; holidays; culture Music K-8 and Activate! – music education magazines
Science: physics of sound production/timbre, seasons
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music
Grade: Grade 1
Suggested Timeline: 1 period per 6-day cycle; developed sequentially
throughout the entire Grade 1 year
Unit Title: MELODY
Unit Overview/Essential Understanding:
Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the second element of
music: MELODY. Am I able to match the pitch of a melody? What is a melody? How can I show a melody with my hands? What are hand signs?
How are melodies written down?
Unit Objectives:
Grade 1 students will sing a wide variety of song literature as solos and with a group.
Grade 1 students will sing solos of simple known songs.
Focus Standards Addressed in this Unit:
9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in
the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the
arts.
9.1.G Recognize the function of rehearsals and practice sessions.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
Misconceptions:
Inability to distinguish between speaking and singing voice
Singing with a monotone pitch vs matching a melodic pattern
Concepts/Content:
Competencies/Skills:
Description of Activities:
Review Melody Foundations from Grade K
 echo singing, group singing, solo singing  vocal warm-ups – use variety of instruments to
 in-tune singing; matching pitch in limited
 imitate steps of musical scale with lowimitate sound, ex. slide whistle, siren whistle, etc.
range of E-B
to-high movement
 echo-singing of phrases (“magic microphone”)
 echo melodic phrases of songs
 mirror hand signs for tones do-re-mi
 use hand to imitate melodic direction
 read devised melodic notation (pictorial
moving higher and lower with songs
 music scale songs
diagrams or icons)
 echo, sign, spell, read and decode 4 melody flashcards
 melodic contour and direction:
beat melodic patterns using known
 step bells
ascending/descending or up/down
songs and flashcards
 play melodies using Boomwhackers
 music scale
 play melodies using hand bells
 tonal development: solfege signs and pitches
 inner singing
do-re-mi
 read and decode do-re-mi patterns of known
songs
 inner singing from hand signs and notation
Assessments:
Teacher observation of accurate replication of pitches of known songs, individually and in a group.
Regular performance assessment through solo singing.
Teacher observation of accurate use of do-re-mi hand signs related to singing of pitches.
Interdisciplinary Connections:
Additional Resources:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
The Music Connection basal series
Math: pattern, sequence
Early Childhood Music resources
Social Studies: historical context of songs and rhymes; holidays; culture
Music K-8 and Activate! – music education magazines
Science: physics of sound production/timbre, seasons
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music
Grade: Grade 1
Suggested Timeline: 1 period per 6-day cycle; developed sequentially
throughout the entire Grade 1 year
Unit Title: HARMONY
Unit Overview/Essential Understanding:
Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music:
HARMONY. What does a xylophone chordal bordun sound like and how is it played? Am I able to sing a song while instruments are accompanying?
Am I able to add other sounds to add interest to a song I am singing?
Unit Objectives:
Grade 1 students will add a variety of sounds to their performances, both body percussion and classroom instruments.
Grade 1 students will identify the difference between major and minor tonalities.
Grade 1 students will play chordal patterns on pitched percussion instruments.
Focus Standards Addressed in this Unit:
9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in
the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the
arts.
9.1.G Recognize the function of rehearsals and practice sessions.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
Misconceptions:
Difficulty maintaining one’s own part in a song if layered with other sounds
Concepts/Content:
Competencies/Skills:
Description of Activities:
Review Harmony Foundations from Grade K  compare/contrast beat and rhythm
 extensive exposure to wide variety of vocal and
 rhythm against beat
 layer body percussion over singing of
instrumental music selections
 rhymes and songs with rhythmic (body
known songs
 add classroom instruments to singing
percussion or percussion instruments) or
 accompany songs with pitched percussion
 add unpitched percussion accompaniments to
melodic ostinati
known songs
 chordal borduns on xylophone/
metallophone to accompany songs
Assessments:
Teacher observation of accurate replication of pitched percussion patterns to accompany group singing
Interdisciplinary Connections:
Additional Resources:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
The Music Connection basal series
Math: pattern, sequence
Early Childhood Music resources
Social Studies: historical context of songs and rhymes; holidays; culture
Music K-8 and Activate! – music education magazines
Science: physics of sound production/timbre, seasons
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music
Grade: Grade 1
Suggested Timeline: 1 period per 6-day cycle; developed sequentially
throughout the entire Grade 1 year
Unit Title: FORM
Unit Overview/Essential Understanding:
Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music:
FORM. How is music organized? What is a phrase? How are portions of songs identified and labeled? What is a verse of a song? What does the
repeat sign mean?
Unit Objectives:
Grade 1 students will identify the different ways songs are built.
Grade 1 students will identify labels such as phrase, verse, form and repeat sign.
Focus Standards Addressed in this Unit:
9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in
the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the
arts.
9.1.G Recognize the function of rehearsals and practice sessions.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
Misconceptions:
Difficulty with abstractness of the concept of form; finding ways to make it more concrete
Concepts/Content:
Competencies/Skills:
Description of Activities:
Review Form Foundations from Grade K
 recognize that songs are built of phrases
 extensive echo singing of song phrases
 Recognize same and different phrases in
 identify AB vs ABA form with icons
 use icons to diagram song form
songs (AA, AB)
 count verses of a song
 sing songs with a variety of structures
 AB vs. ABA form
 indicate appropriate use of repeat sign
 verses
 repeat sign symbol
Assessments:
Teacher observation of student demonstration of various song forms
Interdisciplinary Connections:
Additional Resources:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
The Music Connection basal series
Math: pattern, sequence
Early Childhood Music resources
Social Studies: historical context of songs and rhymes; holidays; culture
Music K-8 and Activate! – music education magazines
Science: physics of sound production/timbre, seasons
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music
Grade: Grade 1
Suggested Timeline: 1 period per 6-day cycle; developed sequentially
throughout the entire Grade 1 year
Unit Title: EXPRESSION
Unit Overview/Essential Understanding:
Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music:
EXPRESSION. How do I create soft and loud sounds? What is the effect of fast and slow tempo? Can I recognize the unique sound of each
instrument, voice or musical group? How do rhythm instruments sound alone or played together?
Unit Objectives:
Grade 1 students will distinguish between and use proper labels for louder and softer musical sounds.
Grade 1 students will identify the faster or slower tempo and use descriptive labels accurately.
Grade 1 students will identify beats that are stretched long because of the use of a fermata.
Grade 1 students will distinguish between the different tone colors of stringed instruments and Boomwhackers.
Focus Standards Addressed in this Unit:
9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in
the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the
arts.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
9.4.D Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities.
Misconceptions:
Difficulty in distinguishing between nuances of timbre in voices and instruments
Concepts/Content:
Competencies/Skills:
Description of Activities:
Review Expression Foundations from Grade K
 compare louder and softer/use labels
 wide variety of song material and listening
Dynamics
 compare faster and slower/use labels
selections that illustrate nuances of dynamics and
 louder/softer
 identify large size=low sound
tempo
 piano (p) and forte (f)
 identify small size=high sound
 illustrated posters of range of tempi
Tempo
 identify timbre of String Family
 movement to imitate dynamic and tempo
 faster/slower
instruments, including Chorded Zither
differences
 term “tempo”
 identify timbre of Boomwhackers
 play Boomwhackers
 allegro (fast), lento (slow), moderato (in
 play Chorded Zither
between)
 posters and soundtracks of String Family
 fermata or “bird’s eye”
Timbre (Tone Color)
 size of sound source/pitch relationship
 The String Family: violin, cello, string bass,
harp, guitar
 Boomwhackers
 Chorded Zither
Assessments:
Teacher observation of student performances incorporating variety of dynamics and tempi.
Picture worksheets and quizzes of string family instruments.
Listening quiz of string family instruments.
Interdisciplinary Connections:
Additional Resources:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
The Music Connection basal series
Math: pattern, sequence
Early Childhood Music resources
Social Studies: historical context of songs and rhymes; holidays; culture
Music K-8 and Activate! – music education magazines
Science: physics of sound production/timbre, seasons
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music
Grade: Grade 1
Suggested Timeline: 1 period per 6-day cycle; developed sequentially
throughout the entire Grade 1 year
Unit Title: MOVEMENT
Unit Overview/Essential Understanding:
Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music:
MOVEMENT. How do I mirror movements of others? How do I find my space in the circle? How do chase games/dances use the circle? How do I
move within a moving circle? How do I play a passing game? What is a folk dance?
Unit Objectives:
Grade 1 students will participate in a variety of movement formations.
Grade 1 students will incorporate body percussion into songs and rhymes.
Grade 1 students will perform proper sequence in folk line dances.
Focus Standards Addressed in this Unit:
9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.1.G Recognize the function of rehearsals and practice sessions.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.2.G Relate works in the arts to geographic regions.
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
Misconceptions:
Difficulty sequencing movement in dance or song games.
Concepts/Content:
Competencies/Skills:
Description of Activities:
Review Movement Foundations from Grade K  learn sign language through mirroring
 Hide and Find game
 steady beat with bilateral movement
 keep the beat with songs, rhymes, games
 Mirroring
 at out concepts (tall, wide, light, heavy,
and body percussion
 Stationary circle to Moving Circle
etc.) to music
 learn variety of movement formations
 Circle Chase games
 singing games; move to beat
 use movement to interpret/express
 Line Folk Dance
 sign language for whole song
music
 easy folk dances, both circle and line
Assessments: Teacher observation of student’s physical responses to dance sequences
Interdisciplinary Connections:
Additional Resources:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
Math: pattern, sequence
Social Studies: historical context of songs and rhymes; holidays; culture
Science: physics of sound production/timbre, seasons
The Music Connection basal series
Early Childhood Music resources
Music K-8 and Activate! – music education magazines
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music
Suggested Timeline: 1 period per 6-day cycle; developed sequentially
throughout the entire Grade 1 year
Grade: Grade 1
Unit Title: COMPOSITION
Unit Overview/Essential Understanding:
Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music:
COMPOSITION. What is a composer? How can I create my own music thoughts? How can I share my music thoughts?
Unit Objectives:
Grade 1 students will create simple sung responses to questions and prompts.
Grade 1 students will improvise rhythm patterns of varying lengths.
Grade 1 students will create simple patterns to accompany songs.
Grade 1 students will compose and perform 8 and 16-beat rhythm pieces.
Focus Standards Addressed in this Unit:
9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in
the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the
arts.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
9.1.J Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
Important Standards Addressed in this Unit:
9.1.F Identify works of others through a performance or exhibition.
9.1.G Recognize the function of rehearsals and practice sessions.
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
Misconceptions:
Students can feel uncomfortable with the risk of creating and sharing their own unique musical ideas.
Concepts/Content:
Competencies/Skills:
Description of Activities:
Review Composition Foundations from Grade K
 create a rhyming song phrase
 song stories
 improvise question & answer phrases
 improvise a musical thought
 sung question and answer games
 improvise a melody on “loo”
 form a musical answer to musical
 model improvisation in singing and playing an
 improvise missing rhythms
question
instrument
 create simple rhythms in groups of 2 and 4 beats
 write rhythm composition
 create simple patterns to accompany songs
 compose and clap 8 and 16-beat rhythm pieces
Assessments:
Teacher observation of unique student creative expressions
Interdisciplinary Connections:
Additional Resources:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
The Music Connection basal series
Math: pattern, sequence
Early Childhood Music resources
Social Studies: historical context of songs and rhymes; holidays; culture
Music K-8 and Activate! – music education magazines
Science: physics of sound production/timbre, seasons
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music
Grade: Grade 1
Suggested Timeline: 1 period per 6-day cycle; developed sequentially
throughout the entire Grade 1 year
Unit Title: PERFORMANCE
Unit Overview/Essential Understanding:
Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music:
PERFORMANCE. How is preparation for a public performance different/similar to the use of music in regular music classroom activities?
What skills are needed to perform effectively for an audience? What is the role of the director? What do the different hand signals of the director
mean? What is the role of the audience? What is an accompaniment? How effective was Night of Music based on your experience? On audience
response? What was your favorite song? Why? What did you learn through the rehearsal/performance experience?
Unit Objectives:
Grade 1 students will perform songs as solos and in a group.
Grade 1 students will perform with rhythm instruments, pitched percussion and Boomwhackers using a proper technique.
Grade 1 students will perform in a public performance/concert with age-appropriate performance skills.
Focus Standards Addressed in this Unit:
9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in
the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the
arts.
9.1.F Identify works of others through a performance or exhibition (e.g., exhibition of student paintings based on the study of Picasso).
9.1.G Recognize the function of rehearsals and practice sessions.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
9.1.J Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
Important Standards Addressed in this Unit:
9.1.I Identify arts events that take place in schools and in communities.
9.3.A Recognize critical processes used in the examination of works in the arts and humanities.
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts .
Misconceptions:
Overcoming self-consciousness and stage fright when performing in front of peers or an audience.
Concepts/Content:
Competencies/Skills:
Description of Activities:
Review Performance Foundations from Grade K  sing simple songs as a solo with fluency
 singing wide variety of simple songs
Vocal Performance
Night of Music Performance
 play classroom instruments with songs and
 prepare for first Night of Music performance
 learn songs by rote
listening selections
 vocabulary: auditorium, stage, rehearsal,
 identify and demonstrate understanding
 see Night of Music skills
risers, etc.
of performance posture, presence and
 Night of Music Order, Posture and Manners
manners
 memorize song lyrics
 identify and demonstrate understanding
 incorporate choreography, sign language and
of rehearsal techniques
dance into singing
 learn choreography, sign language and
 evaluate oneself as a performer
motions by process of mirroring
Instrumental Performance
 master song material through repetition,
 proper technique for playing Boomwhackers
use of song sheets, memorization
 Rhythm Circles with rhythm sticks, add other
 follow director’s rehearsal and choral
classroom instruments
conducting techniques
 Mallet Madness I
 master skill of singing songs
 2 to 4-bar accompaniment on percussion
accompanied by soundtracks, piano or
instruments
student instrumental ensembles
 unpitched/pitched beat and simple ostinati
 perform dress rehearsal and concert
with songs and rhymes
 view and discuss video of performance
 complete written self-evaluation

graph favorite songs by class for display
Instrumental Performance
 imitate technique of playing wide variety
of pitched and unpitched percussion
Assessments:
Teacher observation of accurate replication of pitches of known songs, individually and in a group, with or without accompaniment.
Teacher observation of mastery of performance process and concert readiness.
Self-assessment and performance rubric to analyze performance.
Interdisciplinary Connections:
Additional Resources:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
The Music Connection basal series
Math: pattern, sequence
Early Childhood Music resources
Social Studies: historical context of songs and rhymes; holidays; culture
Music K-8 and Activate! – music education magazines
Science: physics of sound production/timbre, seasons
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music
Grade: Grade 1
Suggested Timeline: 1 period per 6-day cycle; developed sequentially
throughout the entire Grade 1 year
Unit Title: MUSIC APPRECIATION
Unit Overview/Essential Understanding:
Grade 1 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music:
MUSIC APPRECIATION. What is the purpose of patriotic songs? How does music help us celebrate holidays? What is a ballet? Who is Tchaikovsky?
How does music help us celebrate holidays? How can music tell a story without words? How does music share important messages? What does the
music of different cultures sound like? What is Jazz?
Unit Objectives:
Grade 1 students will sing a wide variety of songs that celebrate life events and holidays.
Grade 1 students will learn patriotic songs to create pride in our country.
Grade 1 students will identify ballet as a musical work.
Grade 1 students will identify that there is a wide variety of musical styles, including Jazz.
Focus Standards Addressed in this Unit:
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.2.A Explain the historical, cultural and social context of an individual work in the arts.
9.2.B Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).
9.2.C Relate works in the arts to varying styles and genre and to the periods in which they were created.
9.2.F Know and apply appropriate vocabulary used between social studies and the arts and humanities.
9.2.G Relate works in the arts to geographic regions.
9.2.J Identify, explain and analyze historical and cultural differences as they relate to works in the arts.
9.2.G Relate works in the arts to geographic regions.
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.4.B Know how to communicate an informed individual opinion about the meaning of works in the arts (e.g., works of an artist of the month).
Important Standards Addressed in this Unit:
9.2.D Analyze a work of art from its historical and cultural perspective.
9.2.E Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.
9.2.K Identify, explain and analyze traditions as they relate to works in the arts.
9.2.L Identify, explain and analyze common themes, forms and techniques from works in the arts.
9.3.G Know and demonstrate what a critic's position or opinion is related to works in the arts and humanities.
9.4.C Recognize that the environment of the observer influences individual aesthetic responses to works in the arts (e.g., the effect of live music
as opposed to listening to the same piece on a car radio).
Misconceptions:
Connecting student’s concrete developmental level with abstractness of musical styles and repertoire.
Concepts/Content:
Competencies/Skills:
Description of Activities:
 folk and traditional song repertoire
 listen to teacher-modeled song stories
 Patriotic songs
 music as celebration: seasons, holidays and life events
 active listening to music of various periods
 Holiday songs
 “Composer of the Month” from Baroque, Classical and
and cultures
 Song tales/song stories
Romantic eras
 identify the ways music can tell a story
 Composer of the Month – coloring
 The Nutcracker Ballet/Peter Tchaikovsky (December)
 identify ballet as a musical work
picture, listening activities
 World Music
 identify folk and jazz styles
 The Nutcracker Ballet/Tchaikovsky
 Jazz Appreciation Month (April)
 Jazz songs and artist stories
 Follow simple listening charts
Assessments:
Teacher observation of students engaging in the uses and styles of musical expression.
Nutcracker Ballet and Composer of the Month worksheets and listening guides
Interdisciplinary Connections:
Additional Resources:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
The Music Connection basal series
Math: pattern, sequence
Early Childhood Music resources
Social Studies: historical context of songs and rhymes; holidays; culture
Music K-8 and Activate! – music education magazines
Science: physics of sound production/timbre, seasons
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings