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PONDEROSA ELEMENTARY SCHOOL
MUSIC CURRICULUM
2010-2011
ARTS & HUMANITIES VOCABULARY: MUSIC
I CAN explain the meaning of musical words.
I CAN talk about music with a good vocabulary.
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AB Form: A song with two sections.
ABA Form: A song with three sections; the first section is repeated at the end.
Alto: A low female singing voice
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience
(e.g., music created and performed in a concert setting for an audience)
Bar Line: A line that separates a musical staff into measures.
Bass: The lowest male singing voice.
Beat: The regular rhythmic pattern of a piece of music or a dance.
Brass Family: A family of musical instruments played by buzzing your lips on a round mouthpiece and pressing keys or
moving slides.
Call and Response: A type of musical form where a soloist sings a line, then a group sings a response.
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Chord: A combination of three or more tones played together.
Chorus (also called Refrain): A part of the song that is repeated at intervals, such as at the end of each verse.
Colonial American Period: The time of settlement of the American Colonies. Music of this period was strongly influenced
by the music of Europe.
Composer: A person who writes a piece of music, a poem, a play etc.
Contour: The melody of a piece of music as it turns upward or downward; the shape of a melody.
Double Bar Line: a symbol which signals the end of a song
Duration: The length of time that a note is sounded.
Dynamics: An element of music – the loudness or softness of a piece of music (piano, mezzo piano, mezzo forte, forte).
Eighth Note: A musical notation with duration of half a beat.
Elements: One of the simple, basic parts of something.
Ensemble: A group of musicians or actors who perform together.
Fermata: A musical sign that means to play a note longer than its regular duration.
Flat: A musical symbol which lowers a pitch one half step.
Folk Instruments: Instruments that are commonly used in American folk music (dulcimer, banjo, guitar, harmonica, fiddle,
and double bass).
Folk Music: Music by and for the common people, handed down from generation to generation.
Form: An element of music – the structure of a piece of music (i.e. call and response, AB ABA round)
Forte: Loud
Half Note: A musical notation with a duration of two beats
Harmony: An element of music – the simultaneous sounds or notes that result in pleasing music sound
Home tone: The main pitch of a song.
Interval: The distance between two pitches.
Key signatures: A Sign at the beginning of a musical work indicating its key.
Measure: A unit of notes and rests in a piece of music, marked by a bar line on either side.
Melody: An element of music – the shape, direction, and pitch (high vs. low notes) of a piece of music; also a tune or song.
Melodies move up, down, by step, by skip, and/or stay the same)
Meter: The rhythmic pattern made by grouping together strong and weak beats. 2/4 and 4/4 meters are called duple meters
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and ¾ meter is called triple meter.
Mezzo forte: Medium loud.
Mezzo piano: Medium soft.
Native American Music: Music of the Native American Indians, characterized by drums, flutes, rattles and simple repetitive
rhythms.
Natural: A musical symbol that cancels out a sharp or flat.
Notation: Visual symbols for sound such as the treble and bass clefs.
Percussion Family: A family of instruments that is played by striking or shaking.
Piano: Soft (also a musical instrument).
Pitch: The measure of how high or low a note is, relative to other notes; pitch is determined by the frequency of vibrations
per second
Processes in the Arts: three distinct processes for involvement in the arts:
 creating new artworks
 performing works previously created
 responding to artworks and performances (critiquing)
Quarter Note: A musical notation with a duration of one beat
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music
for physical activities, music as a hobby)
Rhythm: An element of music, - the meter, time, signature, and rhythmic duration in a piece of music, also the regular beat in
music, poetry, or dance
Rote: A method of teaching by imitation
Signature: Signs at the beginning of a musical work indicating its key and tempo
Soprano: The highest female singing voice.
Sharp: A musical symbol that raises a pitch one half step. #
Staff: The set of lines and spaces on which music is written.
String Family: A family of instruments that is played by bowing or plucking strings.
Style: A particular type of music or dance, i.e. blues, rock, or popular music and folk dance or square dance
Tempo: An element of music – the speed of a piece of music
Tenor: A high male singing voice.
Timbre: An element of music – the way a particular instrument sounds
Time Signature: a sign at the beginning of a piece of music that indicates how many beats are in each measure; 2/4, 3/4, 4/4
Treble or Bass clef: a sign at the beginning of each staff that indicates which pitches each line and space stands for.
Unison: When people say, sing, or do something at the same time.
Verse: A group of lines in a song that usually occur before the chorus; the part of a song that tells the story.
West African Music: Music of West African countries (Burkina Fasa, Ivory Coast, Ghana) West African instruments include
drums, rattles and thumb pianos, and their music uses polyrhythm (many different rhythms played at once).
Whole Note: A musical notation with a duration of four beats
Woodwind Family: A family of instruments made mostly of long hollow tubes with holes drilled into the body of the
instrument. They are played by blowing air into or across a tone hole, reed, or whistle cut mouthpiece.
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Music Syllabus
Month
August
September
October
November
December
January
February
March
April
May
Curriculum
Unit #1: Musical Performance - Rehearsal for Grandparents’ Day (all four weeks)
Unit #1: Musical Performance - Rehearsal for 2-3 Program (Last two weeks of August)
Unit #1: Musical Performance - Rehearsal for 4-5 Program (Last two weeks of August)
Unit #1: Musical Performance - Grandparents’ Day Performance (second week of Sept.)
Unit #1: Musical Performance - Rehearsal for 2-3 Program (all four weeks)
Unit #1: Musical Performance - Rehearsal for 4-5 Program (all four weeks)
Unit #1: Musical Performance - Rehearsal for K-1 Program (all four weeks)
Unit #1: Musical Performance – Performance: 2-3 Program (Last Tuesday in Oct)
Unit #2: Styles and Purposes of Music and Fire/Internet Safety (Second Week in Oct.)
Unit #1: Musical Performance - Rehearsal for 4-5 Program
Unit #1: Musical Performance - Rehearsal for K-1 Program
Unit #1: Musical Performance - Spotlighting Our Families (second week in Nov.)
Unit #1: Musical Performance - 4-5 Program (Week before Thanksgiving week)
Unit #1: Musical Performance - Rehearsal for K-1 Program (All four weeks)
Unit #2: Styles and Purposes of Music: Folk, Work, Game songs & Lullabies (after
performances)
Unit #2: Styles and Purposes of Music: Patriotic & marches (after performances)
Unit #1: Musical Performance - K-1 Christmas Program (First Tuesday in Dec.)
Unit # 3: Cultures and Time Periods - The Nutcracker (K-1 after performance)
Unit # 3: Cultures and Time Periods – Appalachian, Native American, West African
Pretest grades 4 and 5
Unit # 4 - Elements of Music: Brass Family
Unit # 4 - Elements of Music: Woodwind Family
Unit # 4 - Elements of Music: String Family
Unit # 4 - Elements of Music: Percussion Family
Unit # 4 - Elements of Music: Vocal Ranges
Unit # 4 - Elements of Music: Music Symbols
Unit # 4 - Elements of Music: Pitch
Unit # 4 - Elements of Music: Note Values, Rhythm, Meter
Unit # 4 - Elements of Music: Melody
Unit # 4 - Elements of Music: Harmony
Unit # 4 - Elements of Music: Dynamics & Tempo
Unit # 4 - Elements of Music: Musical Form
Unit Reviews and Post Test grades 4 and 5 (after spring break)
Unit #2: Styles and Purposes of Music: Folk, Work, Game songs & Lullabies
Unit #2: Styles and Purposes of Music: Patriotic & marches (after performances)
Unit # 4 - Elements of Music: Musical Composition (after post test)
Unit #3: Cultures & Time Periods: Composers (last weeks of school)
Grades Involved
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Unit # 1: Musical Performance
Core Content 4.1
AH-05-4.1.4
Students will sing and play alone simple rhythmic or tonal patterns by reading music notation; be able to sustain own part in an
ensemble.
AH-05-4.1.5
Students will sing alone and with others a varied repertoire of music.
Program of Studies: Skills and Concepts
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles
AH-5-PA-S-Mu3
Students will use knowledge of the elements of music and music terminology to describe and critique their own performances and the
performances of others
AH-5-PA-S-Mu4
Students will identify possible criteria for evaluating music (e.g., skill of performers, originality, emotional impact, variety, interest)
AH-5-PA-S-Mu5
Students will demonstrate behavior appropriate for observing the particular context and style of music being performed; discuss
opinions with peers in a supportive and constructive way
Program of Studies: Enduring Knowledge – Understandings
AH-5-PA-U-1
Students will understand that there are three distinct processes for involvement in the arts; creating new artworks, performing works
previously created and responding to artworks and performances.
AH-5-PA-U-2
Students will understand that full understanding and appreciation of the arts requires some degree of involvement in all three
processes.
AH-5-PA-U-3
Students will understand that openness, respect for work, and an understanding of how artists apply elements and principles of design
in creating and performing are personal attitudes and skills that enhance enjoyment of the observer.
AH-5-PA-U-4
Students will understand that existing and emerging technologies can extend the reach of the art form to new audiences.
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Music Performance
Core Content 4.1
AH-05-4.1.4: Students will sing and play alone simple rhythmic or tonal patterns by reading music notation; be able to sustain own
part in an ensemble.
AH-05-4.1.5: Students will sing alone and with others a varied repertoire of music.
Learning Targets:
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I CAN read and play rhythms on a staff.
I CAN read and play pitches on a staff.
I CAN sing/play program songs with good pitch, tone quality, rhythm and steady beat.
Materials
Rehearsal/Performance CD’s
Lyric/music Sheets
Speaking parts
Performance props
Recorders and other instruments for performance
Vocabulary
Critique
Lyrics
Tone quality
Processes of the arts: creating, performing and
responding
Performances
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September:Grandparents Day, all grades.
2.
October: 2nd and 3rd Grade Fall Program, two performances.
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November: 4th and 5th grade Fall Program, two performances.
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November: Spotlight on Families, one performance.
5.
December: Kindergarten and First Grade Christmas Program, two performances.
Activities:
Week 1 - Introduce Performance Material
Week 2 – Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.
Week 3 – Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.
Week 4 - Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.
Week 5 - Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.
Week 6 - Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.
Week 7 - Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.
Week 8 - Rehearsal, focusing on musical elements, vocabulary, speaking parts and musical critique.
Week 9 - Large Group Rehearsal, focusing on all musical elements, vocabulary and musical critique and then Day and Evening
Performances.
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Lesson Plans for August -September
Objectives: Students will improve in singing melodies, rhythms, lyrics and independent parts for Grandparents
Day and fall programs.
AH-5-SA-U-1
Students will understand that the elements of music, dance and drama are intentionally applied in creating and
performing.
AH-5-PCA-U-1
Students will understand that the arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to
entertain, to teach or persuade, to design, plan and beautify).
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles
Learning Objectives
I can sing my Grandparents Day and fall program songs with good pitch, rhythms, and lyrics.
I understand and agree to the recorder homework policy.
I can sing my fall program songs with good pitch. Lyrics, rhythm and steady beat.
Lessons:
1. Rehearse upcoming Grandparents Day program with all grades, including speaking parts.
2. Rehearse upcoming fall program songs with 2nd and 3rd grade students, including speaking parts.
3. Begin Recorder introduction with 4th and 5th grade students, including review of recorder homework
policy and contract.
All classes will be working on performance material from the first day of school until the Grandparents Day
program in September. Second and third grade will continue to work on fall program material until the end
of October. Fourth and Fifth grade students will work on recorder concert material until mid-November.
Kindergarten and First grade will work on winter program material until the first week of December. Once
each grade finishes their last performance they will begin lessons in Unit #2.
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Unit 2: Styles and Purposes of Music
Core Content 4.1
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes. Purposes of music (different roles of music:
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music
created and performed in a concert setting for an audience)
AH-05-1.1.2
Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic,
bluegrass).
Program of Studies Skills and Concepts - Music
AH-5-PCA-S-Mu1
Students will describe and compare multiple purposes for which music is created to fulfill (ceremonial, recreational, artistic
expression)
AH-5-PCA-S-Mu2
Students will create new, listen to, choose and perform music to fulfill a variety of specific purposes
Program of Studies - Enduring Knowledge – Understandings
AH-5-PCA-U-1
Students will understand that the arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or
persuade, to design, plan and beautify).
AH-5-PCA-U-2
Students will understand that the arts have value and significance for daily life. They provide personal fulfillment, whether in career
settings, avocational pursuits or leisure.
AH-5-PCA-U-3
Students will understand that the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and
emotions.
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Purposes & Styles - Folk Music
Core Content 4.1:
AH-05-1.1.2: Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies,
patriotic, bluegrass).
AH-05-2.1.1:Students will describe or explain how music has been a part of cultures and periods throughout history.
Cultures: Native American, Traditional Appalachian, West African
Traditional Appalachian
Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures (musical
instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles,
thumb piano); polyrhythm in West African music not in Native American
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
 Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g.,
music created and performed in a concert setting for an audience)
Materials Needed:
Vocabulary:
Style: A type of music or dance; blues, rock, popular music,
 textbooks and accompanying CD’s
folk dance or square dance
 Time Life series 1 and 2 CDs
Folk music
 Folk instrument pictures, banjo, harmonica,
Banjo
dulcimer, guitar, fiddle
Harmonica
 Priddis Group Sing-a-long CD
Fiddle
Dulcimer
Rote: teaching by imitation
Purposes of music: Ceremonial, Artistic Expression
Recreational
Activities
1. Begin class with an overview of the lesson and vocabulary.
2. Watch the video excerpt– “Standing on the Mountain” from Silver Burdette and Ginn “One Voice, Many voices” video
3. Class Discussion –What did you observe? Why do they call this folk music? What instruments did you see? Who sings folk
music? What do they sing about? What kind of instruments did they use?
4. Sing folk songs from textbooks
5. Discuss Stephen Foster and his contributions to folk music
6. End class with questions and student feedback on the lesson.
Writing Activity
Write a work song that reflects a type of work we do today.
Learning Targets:
 I can describe how folk music was used in our country.
 I can tell the difference between work songs, game
songs, spirituals, lullabies, patriotic and bluegrass songs.
 I can list the different kinds of instruments used in
Appalachian, music.
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Purposes & Styles: - Work Songs
Core Content 4.1:
AH-05-1.1.2: Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies,
patriotic, bluegrass).
AH-05-2.1.1:Students will describe or explain how music has been a part of cultures and periods throughout history.
Cultures: Native American, Traditional Appalachian, West African
Traditional Appalachian
Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures (musical
instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles,
thumb piano); polyrhythm in West African music not in Native American
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music
created and performed in a concert setting for an audience)
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music
created and performed in a concert setting for an audience)
Learning Targets:
 I can explain the difference between work songs, game songs, spirituals, lullabies, patriotic and bluegrass songs.
 I can explain how work songs were used in our country.
 I can describe three kinds of work songs.
Materials Needed
Vocabulary:
Work Songs
 All textbooks and accompanying CDs
Recreational
 Time Life series 1 and 2 CDs
Activities:
Begin with lesson overview and vocabulary discussion
Sing age appropriate working song (i.e. Johnny works with One Hammer, John Henry, etc...)
Class discussion: What was this song about? Why do you think people sing songs when they are working?
Work songs are used as a way to give repetitive work a rhythm, and to pass the time when working.
Explore work songs with students, having them sing along, and mimic working motions to the music.
Have students compose lyrics to types of working songs we might have today in our society.
Integrate the concept of musical form with the songs in this lesson.
End lesson with a review.
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Purposes & Styles: Game Songs
Core Content 4.1:
AH-05-1.1.2: Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies,
patriotic, bluegrass).
AH-05-2.1.1:Students will describe or explain how music has been a part of cultures and periods throughout history.
Cultures: Native American, Traditional Appalachian, West African
Traditional Appalachian
Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures (musical
instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles,
thumb piano); polyrhythm in West African music not in Native American
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music
created and performed in a concert setting for an audience)
Learning Targets:
 I can tell the difference between work songs, game songs, spirituals, lullabies, patriotic and bluegrass songs.
Materials/Resources
Vocabulary
1. Textbooks and records
Game Songs
2. Game Songs video
Recreational
3. Greg and Steve CD's
4. Other game song word and movement sheets
5. Time Life series 1 and 2 CDs
Activities
Begin lesson with an overview.
Introduce game songs as a way of keeping rhythm in games and making games more fun to play. Children in all cultures play
game songs. Have students discuss game songs they know, and play any ones we can in class, followed by the games below.
Integrate the concept of musical form with the songs in this lesson.
End lesson with review
These game songs are not in the texts, but are
Going Over the Sea 70
Grade 3, Green text
appropriate with many classes BINGO
Going to Boston 71
Watch game songs video
Itsy Bitsy Spider (try other descriptive adjectives
How Do You Do? 5
Sing and play with the following
for the spider
Join in the Game 18
game songs:
London Bridge
Obwissana 73
Is'e the By pg. 30
Hokey Pokey
Punchinella 72
Old Joe Clark, pg. 36
A Sailor Went to Sea
Statue Game 66
Daisy Bell, pg. 54
Billy Boy
Who Will Come With me?
Alekoki, pg. 64
The Freeze
Wild Bird 65
I'd've Baked a Cake
Little Sally Walker
The Wonder Ball 138
Bow, Belinda pg. 109
Little Bunny Foo Foo
Yonder She Comes 124
Waddaly Attcha pg. 62
We're Going to KY
Grade 2, red text
One, two, three Alary pg. 64We're
Donna Reesee
Everybody's Welcome 4
Goin' Round the Mountain pg.
Grade k-1, yellow text
Waddaly Attcha pg. 62
68a
Button, You Must Wander 77
One, two, three Alary pg. 64
Grade 4 Purple text
Come on Through Miss Sally 25
We're Goin' Round the Mountain pg. 68a
Hi! My name is Joe 79
How do you do? Pg. 5
Do Re Mi 83
Chant a Rhyme 79
Gogo, pg. 22
Cookie Jar red book, pg 138
School Chant 128
Bounce high, Bounce low pg. 69
The Sounds Around Us90
 Peanut Butter, red book, page
The Goat 157
Train Rhythms 39
162
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Purposes & Styles: Lullabies and Nursery Rhymes
Core Content 4.1:
AH-05-1.1.2: Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies,
patriotic, bluegrass).
AH-05-2.1.1:Students will describe or explain how music has been a part of cultures and periods throughout history.
Cultures: Native American, Traditional Appalachian, West African
Traditional Appalachian
Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures (musical
instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles,
thumb piano); polyrhythm in West African music not in Native American
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music
created and performed in a concert setting for an audience)
Learning Targets:
 I can tell the difference between work songs, game songs, spirituals, lullabies, patriotic and bluegrass songs.
Materials Needed
Vocabulary
1. All textbooks and accompanying records
Lullaby
Priddis Nursery Rhyme CD
Nursery Rhyme
Word sheets to other lullabies
Recreational
Time Life series 1 and 2 CDs
Activities
Begin with lesson overview and vocabulary discussion.
With all grade levels, we will discuss lullabies and nursery rhymes and their purpose in all cultures. I will ask students to discuss
and sing any lullabies they know. We will sing several lullabies and nursery rhymes and explore the nature of their sound
(soft, repetitious, to induce sleep, or instructional). For each grade below, several songs are listed. Each song is accompanied
by its own lesson plan in the teacher’s editions.
Also, each class will listen and sing along to the nursery rhyme CD. We will identify which songs would be most suited as a
lullaby or game song.
End lesson with review
Other lullabies
 Hush Little Baby
 Rock a bye Baby
 Bye o Baby Bunting
Grade k-1:
 Brahms lullaby
 Jimbo’s Lullaby, yellow book, record 1A band 10
 All Night all day, yellow book page 146
Grade 2
 Brahms lullaby
 Rock-a-bye baby
 Are you sleeping? Red book page 80
 Lullaby, My Jamie red book page 142
 Ninna Nanna red book, page 109
Grade 3
 Brahms lullaby
 The Rocking Carol green book, 213
 Night Herding song, 22
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Purposes & Styles: Patriotic music and Marches
Core Content 4.1:
AH-05-1.1.2: Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies,
patriotic, bluegrass).
AH-05-2.1.1:Students will describe or explain how music has been a part of cultures and periods throughout history.
Cultures: Native American, Traditional Appalachian, West African
Traditional Appalachian
Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures (musical
instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles,
thumb piano); polyrhythm in West African music not in Native American
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music
created and performed in a concert setting for an audience)
Learning Targets:
 I can tell the difference between work songs, game songs, spirituals, lullabies, patriotic and bluegrass songs.
 I can list instruments used in patriotic music.
Materials Needed
Vocabulary
Patriotic
 Texts and records
Marches
 Priddis Patriotic songs CD
Ceremonial
 Priddis Group Sing-a-long CD
 Time Life series 1 and 2 CDs
 Patriotic songs video
 Patriotic cassette
 Marching Snare Drum
 Marching Bass Drum
Activities
1. Begin with lesson overview and vocabulary discussion.
2. With all grades, at varying levels of complexity, we will discuss the role of patriotic music and marches for inspiring pride in
one’s country. I will use the synthesizer to demonstrate brass instrument sounds, which are most common to patriotic music.
3. We will tie in parades and marching bands, and with each class play a march while the students march around the room
playing percussion instruments. I will introduce the marching snare drum, bass drum, and crash cymbals. I will let students
take turns playing them along with the patriotic songs.
4. We will also sing songs on the Priddis patriotic song CD and watch the patriotic songs video.
5. Text and music choices for each grade level are outlined below.
6. Integrate the concept of musical form with the songs in this lesson.
7. End with lesson and vocabulary review.
Grade 2 Red Text:
Grade 4 Purple Text
America 224
 America 210
Yankee Doodle 225
 America the Beautiful 212
There are Many Flags 226
 Columbia Gem of the Ocean 216
The Very Best Band 176
 Star Spangled Banner 222
Sousa, The Stars and Stripes Forever, 177
 You’re a Grand Old Flag 220
Grade 3 Green Text
Grade 5 Gold Text
This Land is Your Land 4
America 220
Star Spangled Banner 186
America the Beautiful 221
America 188
Battle Hymn of the Republic 224
America the Beautiful 189
Star Spangled Banner 218
Yankee Doodle 190
When Johnny Comes Marching Home 36
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Purposes & Styles: African American Spirituals & Musical Form – Call and Response
Core Content 4.1:
AH-05-1.1.2: Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies,
patriotic, bluegrass).
AH-05-2.1.1:Students will describe or explain how music has been a part of cultures and periods throughout history.
Cultures: Native American, Traditional Appalachian, West African
Traditional Appalachian
Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures
(musical instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African –
drums, rattles, thumb piano); polyrhythm in West African music not in Native American
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music
created and performed in a concert setting for an audience)
Learning Targets:
 I can list the different kinds of instruments used in Appalachian, Native American and West African music.
 I can explain similarities and differences between Appalachian, Native American and West African music.
Materials
Vocabulary
Video: In that Great Getting up mornin’
solo,
Felt boards
chorus,
Keyboard
call and response
African American Spiritual
Activities: Gold book page 20, record 1
1. Watch video excerpt, “In that Great Getting’ Up Mornin’”
2. Explain that all students are expected to learn the concept of call and response musical form, be able to identify, perform and
create call and response in music
3. Explain that I will assess them by listening and guiding their discussion, observing their class performance while correcting
errors, and by assessing their composition at the end of the lesson to determine if my goals were achieved. The criteria for
assessment are:
 Identifying call and response form by listening (aural assessment)
 Comparing and contrasting Call and response to other forms. (responding)
 Creating and performing a song that contains elements of call and response form. (creating, performing)
Aural - oral – kinesthetic
4. Have students discuss what they noticed in the video. Have a student recorder keep track of responses on a poster board.
5. (Aural/kinesthetic) Encourage partners to listen as I play the song, “Keep in the Middle of the Road” and tap the steady beat
along with the song. Ask, “What do you hear in this song that is similar to the video segment you watched?”
6. (Oral) Have students sing along with the chorus part.
7. (Kinesthetic) Have students clap and sing the chorus pattern.
8. Discuss instrumentation, asking, “What kinds of instruments are appropriate for this style of music?” Let students choose
instruments, then sing the entire song, and play along with the response sections
9. Play “My Name is Jack” Game to practice call and response roles.
Written - pictoral - abstract
10. Get out felt boards and ask, “How could we show this form using these felt pictures?” Have students use felt boards and
pictures to make pictoral representations of call and response form. There will be various pictures of solo and group objects.
11. Have partners discuss their felt board and how they feel that it relates to the music.
12. At the end of the discussion, ask, “If someone asked you what Call and response was, how would you describe it?”
Read - recognized
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Show the “Keep in the middle of the road” notation on a chart and briefly have class sing and clap the pattern.
Sing the song while following along with the music notation. Refer to music notation after this point to correct errors.
Assessment
Have students compose their lyrics with a simple melody (students can use any well-known folk melody and add their own
lyrics, or even use the melody for “Keep in the Middle of the Road”), and then sing them as a class.
Play several musical excerpts and have students:
Answer together and in small groups, which are examples of call and response. Mark call and response, round, AB or ABA
on a sheet of paper for each example played.
11. Use assessment results (both formative and summative) to design future instruction for this class.


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Purposes & Styles: Modern Music (Rock and Roll, Country, Bluegrass)
Core Content 4.1:
AH-05-1.1.2: Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies,
patriotic, bluegrass).
AH-05-2.1.1:Students will describe or explain how music has been a part of cultures and periods throughout history.
Cultures: Native American, Traditional Appalachian, West African
Traditional Appalachian
Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures (musical
instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles,
thumb piano); polyrhythm in West African music not in Native American
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music
created and performed in a concert setting for an audience)
Learning Targets:
 I can list the different kinds of instruments used in Appalachian, Native American and West African music.
 I can explain similarities and differences between Appalachian, Native American and West African music.
Materials Needed
Creative Dance Movement cards
Purple Textbook and accompanying records
Priddis Oldies CD
Priddis Hits of the 50's v2 CD
Priddis 60's R&B v2 CD
Priddis 60's R&B v4 CD
Priddis Party Songs CD
Priddis Party Songs v2 CD
Priddis The Beatles CD
World Book Encyclopedia article on rock and roll
Activities
1.
2.
Vocabulary
Recreational
Begin with lesson overview and vocabulary discussion
Discuss how music evolves, and how our modern genres evolved from several sources. A musical genre does not simply
appear, it gradually evolves to a point in time when some event-performance, publication, or recording allows listeners
to perceive its unique qualities and apply a label. Wyonnie Harris' 1947 recording of "Good Rocking Tonight" was one
of many "rhythm records" made during the late 1940s, however when it was recorded by Elvis Presley in 1954 it seemed
like a new and different approach. What made it seem new and different was its context. Without exploring the history of
black popular music, country and western music, race relations, technical developments, and the music business one can
be led easily to the conclusion that rock and roll was some new and different music which appeared suddenly. African
musical traits were brought here beginning in 1619 and over time fused with the European music brought here by the
colonists. The story of this musical interaction is also the story of American popular music and includes the plantation
songs of Stephen Foster, the ragtime of Scott Joplin, the blues of Bessie Smith, the jazz of Count Basie, and the jump
bands of Louis Jordan. The knowledge of the stream of American popular music allows one to understand that rock and
roll was a natural result of the combined forces that affected the music.
3. Do the lessons in the purple book on pages 67 and 68. For both lessons, assign students to play the instrumental parts,
and rotate players, repeating the song until everyone in the room has had a turn on each instrument. Younger students
can do this too, with simple beat patterns.
4. After doing the lessons on 67 and 68, sing along with the Priddis CDs in the materials list.
Most of the music for this lesson will come from the Priddis CDs.Grade 4 purple text: Rag Mop 66 At the Hop 67
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Purposes of Music: The Nutcracker
Core Content 4.1:
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
The Nutcracker is music created for Artistic Expression - music created with the intent to express or communicate one’s emotions,
feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)
AH-05-2.1.1
Students will identify how music has been a part of cultures and periods throughout history.
Cultures:
Traditional Appalachian
Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures Appalachian
– dulcimer, fiddle, banjo, guitar
Periods:
Colonial American (e.g., work songs, game songs, patriotic music, lullaby, folk music)
Native American includes period in North America before European settlement
European influences in American music, similarities between the music in the American colonies and the cities of Europe (The
influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)
Learning Targets
I can identify music that is played for ceremonial, artistic or recreational purposes
I can identify music from the nutcracker ballet
I can describe how ballet is different from other types of theater performances
Materials Needed
 The Nutcracker Prince Video
Vocabulary
Purposes of music
Music for Artistic Expression
Activities:
1. Begin with lesson overview and vocabulary discussion.
2. Discuss the music composer Tchaikovsky and his music for the nutcracker
3. Discuss ballet and how it differs from other types of theater such as plays, musicals or operas
4. Watch The Nutcracker Prince
5. Discuss each character’s role in the ballet and how the music was written to express their thoughts and feelings.
6. End with lesson and vocabulary review.
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Purposes & Styles: Unit Review and Test
Core Content 4.1:
AH-05-1.1.2: Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies,
patriotic, bluegrass).
AH-05-2.1.1:Students will describe or explain how music has been a part of cultures and periods throughout history.
Cultures: Native American, Traditional Appalachian, West African
Traditional Appalachian
Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures (musical
instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles,
thumb piano); polyrhythm in West African music not in Native American
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music
created and performed in a concert setting for an audience)
Learning Targets:
 I can tell the difference between work songs, game songs, spirituals, lullabies, patriotic and bluegrass songs.
 I can list the different kinds of instruments used in Appalachian, Native American and West African music.
 I can explain similarities and differences between Appalachian, Native American and West African music.
Materials Needed
 Wheel of Music Game
 Music listening tests from texts
 Styles Written Assessment
Vocabulary
Activities
For all grades this week, review the genres and styles studied throughout the unit. We will review each genre again and its
purpose in society. Then we will sing selected songs from each genre, chosen by each class.
We will play Wheel of Music, a game that utilizes the songs used in this unit.
We will also have a written assessment with multiple choice, open response and listening components. I will play excerpts of songs
and the students will identify which genre it is. They will identify what sounds gave them clues about the genre.
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Unit 3: Cultures and Time Periods:
Core Content:
AH-05-2.1.1
Students will describe or explain how music has been a part of cultures and periods throughout history.
Periods:
Colonial American (e.g. work songs, game songs, patriotic music, lullaby, folk music)
Native American includes period in North America before European settlement
European influences in American music, similarities between the music in the American colonies and the cities of Europe (The influence of
Europe was very strong in the colonies due to the movement of settlers from Europe to America.)
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music
created and performed in a concert setting for an audience)
Program of Studies: Skills and Concepts
AH-5-HA-S-Mu1
Students will associate music they listen to or perform with specific cultures (Native American, Appalachian, West African); describe
how the music reflects the cultures
AH-5-HA-S-Mu2
Students will associate music they listen to or perform with the Colonial American period in history; describe how the music reflects
the Colonial American time period (e.g. work songs, patriotic songs, folk music; European influences)
AH-5-HA-S-Mu3
Students will describe distinguishing characteristics of the music of specific cultures using music terminology (e.g., polyrhythms in
African music not in Native American)
Program of Studies: Understandings
AH-5-HA-U-1
Students will understand that the arts are powerful tools for understanding human experiences both past and present.
AH-5-HA-U-2
Students will understand that the arts help us understand others’ (often very different) ways of thinking, working, and expressing
ourselves.
AH-5-HA-U-3
Students will understand that the arts play a major role in the creation and defining of cultures and building civilizations.
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Cultures and Time Periods - Native American Music
Core Content:
AH-05-2.1.1
Students will describe or explain how music has been a part of cultures and periods throughout history.
Cultures: Native American, Traditional Appalachian, West African
Similarities and differences in the use of music) (e.g., ceremonial purposes) and the use of elements of music among cultures (musical
instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles,
thumb piano); polyrhythm in West African music not in Native American
Periods:
Colonial American (e.g. work songs, game songs, patriotic music, lullaby, folk music)
Native American includes period in North America before European settlement
European influences in American music, similarities between the music in the American colonies and the cities of Europe (The
influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music
created and performed in a concert setting for an audience)
Learning Targets:
 I can list instruments used in Native American Music
 I can explain the purposes of music in Native American tribes
Materials Needed
Vocabulary
Native American Drums, rattles, flutes
Singing
vocables
Native American culture video
Rhythm Drums Rattles Flutes Simple Rhythms
Activities
1. Begin with vocabulary discussion and lesson goals
2. Introduce Characteristics of Native American music
3. Show Native American culture video
4. Play Native American instruments and sing the Native American song from the video.
5. End with lesson and vocabulary review.
There are hundreds of tribes of Native Americans, each with diverse musical practices, spread across the United States and Canada.
Vocalization is the most important aspect of traditional Native American music, and takes many forms, ranging from solo, choral
song, to call and responsorial, unison and multipart singing. Percussion, especially drums and rattles, are common accompaniment to
keep the rhythm steady for the singers, who generally use their native language or vocables (nonsense syllables). Traditional music
usually begins with slow and steady beats that grow gradually faster and more emphatic, while various flourishes like drum and rattle
tremolos, shouts and accented patterns add variety and signal changes in performance for singers and dancers. [1]
Vocables, or meaningless syllables, are a common part of many kinds of Native American songs.
Native American music plays a vital role in history and education, with ceremonies and stories orally passing on ancestral customs to
new generations. Within Native American communities, gender plays an important role in music. Men and women play specific roles
in many musical activities. Instruments, songs and dances are often peculiar to one or the other gender, and many musical settings are
strictly controlled by gender. In many tribal music cultures, there are not many traditional women's songs and dances, especially in the
Northeast and Southeast music areas. Music and history are tightly interwoven in Native American life. A tribe's history is constantly
told and retold through music, which keeps alive an oral narrative of history.
K-1 text
4th Grade text
Grinding Corn pg 58 record 4
Breezes are Blowing pg 24 record 1
2nd Grade text
5th Grade text
Sunset pg 156, record 6
Lonley is the Hogan pg 112 record 4
3rd Grade text
Zuni Sunrise Song pg 24 record 1
H’Atira pg 12 record 1
Navaho Happy Song pg 14 record 1
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Cultures and Time Periods: African Music
Core Content:
AH-05-2.1.1
Students will describe or explain how music has been a part of cultures and periods throughout history.
Cultures:
Native American,
Traditional Appalachian
West African
Similarities and differences in the use of music) (e.g., ceremonial purposes) and the use of elements of music among cultures (musical
instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles,
thumb piano); polyrhythm in West African music not in Native American
Periods:
Colonial American (e.g. work songs, game songs, patriotic music, lullaby, folk music)
Native American includes period in North America before European settlement
European influences in American music, similarities between the music in the American colonies and the cities of Europe (The influence of
Europe was very strong in the colonies due to the movement of settlers from Europe to America.)
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music
created and performed in a concert setting for an audience)
Learning Targets:
 I can list instruments used in West African Music
 I can explain the purposes of music in West African groups
Materials Needed
Vocabulary
Rhythm: An element of music, - the meter, time,
 African Drums
signature, and rhythmic duration in a piece of music,
 Video of African Dance
also the regular beat in music, poetry, or dance
 Silver Burdette and Ginn Percussion video,
Beat: The regular rhythmic pattern of a piece of music or
introduction only
a dance
 Groove Project CD
Polyrhythm
 Student Textbooks
Drums
K-1: Obwisana, 73, Gogo, 22
Shakers
2: Go Well and Safely, 146, Kee Chee, 70
Marimba
3: none
Spiritual
4: As the Sun Goes Down, 64
5: Banuwa, 68, Johnny's my Boy, 66, Kum Bah Yah
127
Activities
1. Begin with lesson overview and vocabulary discussion.
2. Introduce African music with an atlas, showing the different countries in Africa, then focus on West African Countries. Read a
brief excerpt from the Reader's digest Children's atlas about West African culture.
3. Ask students about Art correlations from Mrs. Adams' class, including artwork, fabric design, and mask making.
4. Correlate with Social Studies by making the Africa-America connection through slavery.
5. Watch the brief video exerpts of African drumming and dance.
6. Introduce African instruments, and demonstrate playing technique. Allow students to experiment with the instruments, then teach
several simple rhythms, first as unison, and then break up the students into small groups to explore polyphony.
7. End with lesson and vocabulary review.
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Cultures and Time Periods: Colonial American Period and Its Music
Core Content:
AH-05-2.1.1
Students will describe or explain how music has been a part of cultures and periods throughout history.
Cultures:
Native American,
Traditional Appalachian
West African
Similarities and differences in the use of music) (e.g., ceremonial purposes) and the use of elements of music among cultures (musical
instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles,
thumb piano); polyrhythm in West African music not in Native American
Periods:
Colonial American (e.g. work songs, game songs, patriotic music, lullaby, folk music)
Native American includes period in North America before European settlement
European influences in American music, similarities between the music in the American colonies and the cities of Europe (The influence of
Europe was very strong in the colonies due to the movement of settlers from Europe to America.)
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music
created and performed in a concert setting for an audience)
Learning Targets:
 I can list instruments used in Colonial American Music
 I can explain the purposes of music in Colonial America
 I can explain why music in Europe influenced our music in early America
Materials
Silver Burdette & Ginn World of Music books & LPs
Colonial music was music that was brought here and helped define the people who were to make a new country. Understanding the
music that early Americans chose to sing and play gives us a better understanding of the colonists themselves. Their music included
ballads, dance tunes, folk songs and parodies, and drum signals. Such music came mostly from England, Scotland, Ireland, Germany,
Italy, France, and Africa, and it was played on whatever instruments were handy.
In early America a wonderful variety of types and styles of music emerged, expressing the full spectrum of colonial life. It is clear that
while our ancestors were musically dependent upon Great Britain and Europe, for the most part, uniquely American developments
were already felt before 1776. To understand, appreciate, and translate such rich history behind the pleasing melodies and stories told
through song—that is our professional mission.
Some Important General Concepts
Colonial music involved both written and oral/aural processes. Many people knew a large body of tunes by ear, and we frequently find
new sets of words "composed" to fit these older tunes. Single tunes also served a variety of functions—for example, "Over the Hills
and Far Away" served as a theater song, a recruiting song, a dance tune, and a military march. Further, the popularity of specific
pieces of music varied over time and by region, depending upon the flow of fashion and backgrounds of people living in a certain
area. Some instruments and types of music were more appropriate to certain classes, genders, and ethnic backgrounds.
Which instruments were used?
Most instruments that we have today were around by the Revolution, when pianos were just coming into popularity; but certainly
some instruments were more prevalent than others. Violins were by far the most popular instruments. Men of all different classes,
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from Thomas Jefferson to indentured servants and slaves, played violins or fiddles. Prices varied from cheap to quite expensive and
there's little doubt that violins were imported in great numbers. Second in popularity to violins were flutes of many different kinds,
also played for the most part by men. There were fifes, recorders (in early America these were called common or English flutes), and
transverse flutes (called then German flutes), but it is doubtful that there were any pennywhistles, despite their numbers in the mouths
of little tourists at Williamsburg.
So what did the women play? Musical options for women were limited. Many wealthy women played harpsichords on which they
practiced and performed for family and friends. The other instrument of choice for women was what we call today an English guitar, a
now extinct 10-string version of a Renaissance cittern with a flat back and a tear-drop shape, tuned to an open C chord, seen in the
picture above. The grandmother of our modern guitar was around also, called a Baroque guitar, and it was a small version of a
classical guitar with 10 gut strings, and frets of gut tied around the neck.. It wasn't until around 1820 that the standard guitar had 6
strings. Women also played harps, but not before the end of the 18th century.
Drums and trumpets, trombones and french horns, 'cellos, violas da gamba, clarinets, oboes and bassoons, glass harmonicas,
hammered dulcimers, organs—all these appeared, in varying numbers, within in the colonies.
Theater Music
Musical theater in the colonies was very popular. Most performed were ballad operas—compilations of familiar folk tunes with new
words strung together by spoken dialogue to tell a comic story. The most famous of these was The Beggar's Opera, compiled in 1728
in London as a reaction to the elite Italian opera that was so popular among the wealthy in that city. The Beggar's Opera was
performed in the colonies as early as 1750. Just as many people today will buy the sheet music and/or CD to a favorite movie or
musical, so the colonists would bring home the music and words to songs in The Beggar's Opera(or to any of the many other ballad
operas), and play and sing them at home.
Dance Music
Music was also critical to the favorite pastime of the colonists—dancing. There was a huge repertory of dance tunes, mostly English
and Celtic reels, hornpipes, jigs, and minuets. Dancing was usually accompanied by a single violin, but for special occasions there
may have been 4 or 5 musicians. Whatever instruments and players could be gathered was fine for the dancers. We have a reference to
a dance being accompanied by a solo french horn, for lack of a more suitable instrument. This must have been quite a challenge, since
brass instruments had no valves yet!
Church Music
The most varied sort of music in colonial America was related to the several religious denominations active here. The devout
Congregationalist churches of New England encouraged the singing of psalms, anthems, and fuging tunes. After 1720 paid singing
masters taught church members to read from music, and a large body of unique compositions emerged, most notably by William
Billings of Boston. However, in the colonial South, the official tax-supported Church of England evoked considerably less enthusiasm
on the part of parishioners. More organs graced private homes in the South than found use in churches.
Most musically sophisticated were the Moravian settlers in Pennsylvania and North Carolina. These largely Germanic people copied,
performed, and even composed new chamber pieces that were far superior to the general level of musical accomplishment in the
colonies. Baptists, Methodists, Lutheran, Dutch Reformed, and other Protestant denominations all rose in importance through the
1700s, but Catholics were persecuted (especially in Maryland) and flourished only after the Revolution brought true religious
freedom. Native Americans and African Americans were in many cases Christianized, and the rise of the Negro Spiritual as a popular
choral style after the Civil War is attributed to musical interactions dating back well into colonial times.
Military Music
Two general sorts of military music are associated with early America, mostly during the late colonial period and Revolutionary
period. A "Band of Musick" consisted of professional musicians hired by officers to play contrapuntal music at parades, during meals,
and for dancing. This ensemble often consisted of oboes, clarinets, (French) horns, and bassoons. The other type of music was often
referred to as "field music." This consisted of the fifers and drummers who played during the march, during battles, and for the various
camp duty calls which regulated soldiers' lives.
From:The Colonial Music Institute(tm) - Bringing History to Life Through Music
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Cultures and Time periods: Assessment
Core Content:
AH-05-2.1.1
Students will describe or explain how music has been a part of cultures and periods throughout history.
Cultures:
Native American,
Traditional Appalachian
West African
Similarities and differences in the use of music) (e.g., ceremonial purposes) and the use of elements of music among cultures (musical
instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles,
thumb piano); polyrhythm in West African music not in Native American
Periods:
Colonial American (e.g. work songs, game songs, patriotic music, lullaby, folk music)
Native American includes period in North America before European settlement
European influences in American music, similarities between the music in the American colonies and the cities of Europe (The influence of
Europe was very strong in the colonies due to the movement of settlers from Europe to America.)
AH-05-3.1.1
Students will describe or explain how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for
physical activities, music as a hobby)
Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music
created and performed in a concert setting for an audience)
Learning Targets:
1. I can list instruments used in West African Music
2. I can explain the purposes of music in West African groups
Materials Needed
Multiple choice and open response Assessment
1.
2.
3.
Assess students on vocabulary and concepts from this unit.
Discuss rubric for open response questions
Discuss assessment results
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Chris Miller Ponderosa Music Curriculum - page 24 of 47
Unit # 4 - Elements of Music
Core Content 4.1
AH-05-1.1.1
Students will analyze or explain the use of elements of music in a variety of music.
Elements of music:
Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measure
Tempo - steady beat, slow, fast
Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F
at top of treble clef staff), high notes vs. low notes (pitches)
Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony)
Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs
Timbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string,
percussion, how instrument sounds are produced, human voices (high voices, low voices)
Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f)
Program of Studies Skills and Concepts
AH-5-PA-S-Mu1
Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter),
alone and with others
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.
Program of Studies - Enduring Knowledge - Understandings
AH-5-SA-U-1
Students will understand that the elements of music, dance and drama are intentionally applied in creating and performing.
AH-5-SA-U-3
Students will understand that responding to or critiquing works of art involves an understanding of elements, principles and structures
appropriate to each area of the arts.
AH-5-SA-U-4
Students will understand that existing and emerging technologies can inspire new applications of structural components.
Program of Studies - Skills and Concepts
AH-5-SA-S-Mu1
Students will recognize and identify elements of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) using musical
terminology
AH-5-SA-S-Mu2
Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing
music and creating music independently and with others
AH-5-SA-S-Mu3
Students will listen to and explore how changing different elements results in different musical effects
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Chris Miller Ponderosa Music Curriculum - page 25 of 47
Elements of music: Brass Family
Core Content 4.1
AH-05-1.1.1Students will analyze or explain the use of elements of music in a variety of music.
Elements of music:
Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measure
Tempo - steady beat, slow, fast
Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F
at top of treble clef staff), high notes vs. low notes (pitches)
Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony)
Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs
Timbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string,
percussion, how instrument sounds are produced, human voices (high voices, low voices)
Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f)
Program of Studies Skills and Concepts
AH-5-PA-S-Mu1Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic
shape/contour, meter), alone and with others
AH-5-PA-S-Mu2Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and
large ensembles.
Learning Targets
 I can describe how the term timbre means the different sounds people and instruments make
 I can explain how to create a sound on a brass instrument
 I can list instruments in the brass family
 I can play my recorder homework assignment with good pitch, rhythm, steady beat, tone quality and hand position.
 I can write a true story about a time I was hurt.
Materials Needed:
Vocabulary:
Elements: One of the simple, basic parts of something
 Trumpet
Timbre: An element of music; the way a particular
 French Horn
instrument sounds
 Trombone
Trumpet
 Brass Family posters
French Horn
 McGraw-Hill Texts, Glossary & CDs
Trombone
 Voyetra Instruments Software
Tuba
Activities
1. Begin with lesson overview and vocabulary discussion
2. Introduce the four families of instruments, and then concentrate on the brass family.
3. Talk about what distinguishes this family:

Each instrument is made of hollow, twisted metal tubes.

Each instrument has a bell.

Each instrument has a round mouthpiece,

Each instrument is played by buzzing lips,
4. Have the students learn and play the buzzing brass embouchure, using their fingers as a mouthpiece.
5. Name each instrument in the brass family and play an example of each on the synthesizer. Note that larger instruments play
lower notes, while smaller instruments play higher ones.
6. Show a picture of each instrument while talking about it.
7. Pass around the trumpet, french horn and trombone and explain the slide on the trombone..
8. Play musical instruments, with students marching around pictures of the brass instruments to a Bach Brandenburg Concerto.
When the music stops, the student must identify the instrument he/she is standing by.
9. Watch Silver Burdette and Ginn Brass video.
10. Listen to McGraw Hill Brass instruments CD.
11. Recorder classes will perform individual playing tests in music class.
12. Writing classes will write a true story about a time they were injured.
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Chris Miller Ponderosa Music Curriculum - page 26 of 47
Learning Targets
 I can describe how the term timbre
means the different sounds people
and instruments make
 I can explain how to create a
sound on a brass instrument
 I can list instruments in the brass
family
 I can play my recorder homework
assignment with good pitch,
rhythm, steady beat, tone quality
and hand position.
 I can write a true story about a
time I was hurt.
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Chris Miller Ponderosa Music Curriculum - page 27 of 47
Elements of music: Woodwind Family
Core Content 4.1
AH-05-1.1.1
Timbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string,
percussion, how instrument sounds are produced, human voices (high voices, low voices)
Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter),
alone and with others
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.
Learning Targets
 I can describe how the term timbre means the different sounds people and instruments make
 I can explain how to create a sound on a woodwind instrument
 I can list instruments in the woodwind family
Materials
Vocabulary
Flute
Elements: One of the simple, basic parts of something
Clarinet
Timbre: An element of music; the way a particular
Recorder
instrument sounds
Penny Whistle
Flute
Native American flute
Clarinet
Woodwind Family Posters
Oboe
Grade 1 book, page 210-211
Saxaphone
Grade 2 book, page 230-231
Recorder
Grade 3 book, page 230-231
Reed
Grade 4 book, page 142-143, 262, 263
Grade 5 book, page 260-263
Voyetra Instruments Software
Activities
1. Introduce the woodwind family, having students list characteristics of the family, and individual qualities of each instrument:
Most instrument (except the saxophones) are long straight tubes
Each instrument has many keys or finger holes
Instruments have reeds, open holes or whistle cut mouthpieces
Sound is created by blowing air across a reed, whistle cut mouthpiece or open hole
Air is blown into the instrument
2. Name each instrument in the woodwind family.l
3. Show a picture of each instrument while talking about it.
4. Pass around the flutes, clarinet and recorder.
5. Play Tracks 9-13 on the CD in the CD player(approximately, saxophone is the last recording in the woodwind family, stop CD
after that track)
6. Show the Silver Burdette and Ginn video, "Wind Instruments, Wood".
7. Review all concepts again at the end of class.
Writing Activity
Do the woodwind lesson above, and then have students describe their favorite woodwind instrument and then draw a picture of it.
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Chris Miller Ponderosa Music Curriculum - page 28 of 47
Elements of music: String Family
Core Content 4.1
AH-05-1.1.1
Students will analyze or explain the use of elements of music in a variety of music.
Elements of music:
Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measure
Tempo - steady beat, slow, fast
Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F
at top of treble clef staff), high notes vs. low notes (pitches)
Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony)
Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs
Timbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string,
percussion, how instrument sounds are produced, human voices (high voices, low voices)
Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f)
Program of Studies Skills and Concepts
AH-5-PA-S-Mu1
Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter),
alone and with others
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.
Learning Targets
 I can describe how the term timbre means the different sounds people and instruments make
 I can explain how to create a sound on a string instrument
 I can list instruments in the string family
Materials Needed
Vocabulary
String Family Posters
Elements: One of the simple, basic parts of something
Silver Burdette and Ginn String videos (bowed and
Timbre: An element of music; the way a particular
plucked)
instrument sounds
Instruments CD from new book series
Violin, Viola, Cello, Double Bass, Harp, Guitar, Banjo
Voyetra Instruments Software
Dulcimer
Activities
1. Begin by reviewing the brass and woodwind families, having students list characteristics of the family, and individual qualities of
each instrument such as: How they are shaped, How they are played, Basic range (which instruments play higher, which play
lower)
2. Introduce the Orchestral String family, and list these characteristics:
 They all have strings
 Are bowed or plucked
 Made of wood
 All have a hollow sound box to amplify the strings
 All have a bridge
3. Name the instruments in the string family showing a picture of each one.
4. Show excerpts from the video, “String Instruments – Bowed”
5. Have the students name the bowed string instruments.
6. Ask students to think of and name string instruments that are plucked.
7. Show excerpts from the Silver Burdette and Ginn video, "String Instruments, Plucked".
8. Play musical Instruments, where students march around posters of various woodwind instruments, and naming the instrument
they are by when the music stops.
9. Listen to McGraw Hill String instruments CD.
10. End with lesson and vocabulary review.
Writing Activity
Describe characteristics of the string family. Draw and label the parts of a violin.
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Chris Miller Ponderosa Music Curriculum - page 29 of 47
Elements of music: Percussion Family
Core Content 4.1
AH-05-1.1.1
Students will analyze or explain the use of elements of music in a variety of music.
Elements of music:
Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measure
Tempo - steady beat, slow, fast
Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F
at top of treble clef staff), high notes vs. low notes (pitches)
Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony)
Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs
Timbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string,
percussion, how instrument sounds are produced, human voices (high voices, low voices)
Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f)
Program of Studies Skills and Concepts
AH-5-PA-S-Mu1
Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter),
alone and with others
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.
Learning Targets
 I can describe how the term timbre means the different sounds people and instruments make
 I can explain how to create a sound on a percussion instrument
 I can list instruments in the percussion family
Materials Needed
Vocabulary
Percussion Instruments
Elements: One of the simple, basic parts of something
Percussion video
Timbre: An element of music; the way a particular
Percussion posters
instrument sounds
Student texts
Drum
Student Texts
Shaker
Yellow Book pg.
Mallet
Red Book pg.
Xylophone
Green Book pg.
Glockenspiel
Purple Book pg. 157, 158, 159,
Gold book pg. 163
Voyetra Instruments Software
Activities
1. Begin by reviewing the brass, woodwind and string families, having students list characteristics of each family name the
instruments, and list individual qualities of each instrument such as:
How it is played
Range
Physical qualities
2. Introduce the Percussion family, and list these characteristics:
They are all shaken or struck
3. Name nstruments in the percussion family showing a picture of each one.
4. Pass around various percussion instruments, including traditional, African, and classroom percussion.
5. Show the videos, “Percussion Instruments” and "Percussion instruments, tuned".
6. Talk about the difference in tuned and non-tuned percussion instruments, as well as differences and similarities in drums from
around the world.
7. Gather the students in groups and play simple rhythms on various percussion instruments. Do the same activity with simple
melodies on melodic percussion instruments.
8. Play African and Native American percussion instruments and rhythms, discussing the cultures and music.
9. Listen to McGraw Hill percussion instruments CD.
10. Culminate with review and What do you hear? Tests, gold book page 136
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Chris Miller Ponderosa Music Curriculum - page 30 of 47
Elements of music: Vocal Ranges
Core Content 4.1
AH-05-1.1.1
Students will analyze or explain the use of elements of music in a variety of music.
Elements of music:
Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measure
Tempo - steady beat, slow, fast
Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F
at top of treble clef staff), high notes vs. low notes (pitches)
Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony)
Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs
Timbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string,
percussion, how instrument sounds are produced, human voices (high voices, low voices)
Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f)
Program of Studies Skills and Concepts
AH-5-PA-S-Mu1
Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter),
alone and with others
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.
Learning Targets
 I can describe how the term timbre means the different sounds people and instruments make
 I can explain how to create a sound with my voice
 I can list four vocal ranges and describe each one
Materials
Silver Burdette and Ginn videos
McGraw Hill CDS and textbooks
Vocabulary
Elements: One of the simple, basic parts of something
timbre An element of music – the way a particular
instrument sounds
Soprano
Alto
Tenor
Bass
Activities
1. Begin by reviewing instruments families, and the concept of timbre, then apply this concept to the human voice.
2. Introduce vocabulary: Soprano, alto, tenor and bass.
3. Listen to McGraw Hill CDs that demonstrate vocal ranges.
4. Culminate with review and have students identify vocal ranges with a listening assessment.
Writing Activity
Write about the percussion family from last week, using the writing prompts, “Percussion Family” and Percussion Family
Kindergarten” on the smartboard. Describe how percussion instruments make a sound and then list and draw some percussion
instruments.
Watch “Find your vocal range in 1 minute video on youtube.com. have students write down the highest and lowest note they can sing
comfortably. Then have them write from the writing prompt below:
Vocal Range
The lowest note and the highest note you can sing is called your _______________. There are four basic vocal ranges. They are
______, _____, _____, and _____. Girls usually sing _____ and _____. Boys usually sing ____ and _____. The highest voice is
_______. The lowest voice is _______. My vocal range is from ____ to ____. I think when I grow up I will be a ________.
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Chris Miller Ponderosa Music Curriculum - page 31 of 47
Elements of music: Music Symbols
Core Content 4.1
AH-05-1.1.1 Students will analyze or explain the use of elements of music in a variety of music.
Elements of music:
Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measure
Tempo - steady beat, slow, fast
Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F
at top of treble clef staff), high notes vs. low notes (pitches)
Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony)
Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs
Timbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string,
percussion, how instrument sounds are produced, human voices (high voices, low voices)
Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f)
Program of Studies Skills and Concepts
AH-5-PA-S-Mu1
Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter),
alone and with others
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.
Learning Targets
 I can identify basic music symbols and tell what they mean
 I can draw music symbols on a staff
Materials
Chalkboard
Music Symbol Worksheets
Posters
Clearvue videos, music symbols section
Vocabulary
Notation: Visual symbols for sound
such as the treble and bass clefs
Staff
Treble and Bass Clef
Time Signature
Bar Line
Double Bar Line
Sharp
Flat
Natural
Measure: A unit of notes and rests in a
piece of music, marked by a bar line on
either side
Activities
1. Begin with lesson preview and vocabulary discussion
2. Introduce the basic symbols used in music.
3. Show the music symbols section of the Clearvue video.
4. Play "Notes Up Seven Up" where the students will pass flashcards out to students who have their heads down. Then once
heads are up, students who received cards must identify the symbol on the card, and then guess who gave it to them.
5. Complete writing activity
6. Have students share their activity with the class as a lesson review.
Writing Activity:
Have students draw and label the following musical symbols: staff, Treble clef, time signature, bar line, double bar line, whole note,
half note, quarter note, eighth note, sharp, flat, natural.
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Chris Miller Ponderosa Music Curriculum - page 32 of 47
Elements of music Musical Alphabet
Core Content 4.1
AH-05-1.1.1
Students will analyze or explain the use of elements of music in a variety of music.
Elements of music:
Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F
at top of treble clef staff), high notes vs. low notes (pitches)
AH-5-PA-S-Mu1
Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter),
alone and with others
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.
Learning Targets
 I can identify any pitch on the treble clef staff from middle C to the F at the top of the staff
 I can identify pitches on the lines and spaces of the treble clef staff using EGBDF and FACE
Materials
Vocabulary
1. Pitch worksheets
Pitch: The measure of how high or low a note
2. Discover Music Bulletin Board
is relative to other notes; pitch is determined
3. Clearvue videos, musical alphabet section
by the frequency of vibrations per second.
4. Poster Board
5. Keyboard
6. Red Text, page 82
7. Beanbags
8. Large floor staff
Activities
1. Introduce the pitches on the treble clef staff, starting with the lines (Every Good Boy Does Fine), then the spaces (FACE)
2. Correlate with Solfedge syllables, singing Do Re Mi Fa Sol La Ti Do.
3. Sing the Do Re Mi Song, Red Text, page 82.
4. Show the Clearvue video section about pitch names.
5. Give each student a piece of staff paper. Tell them to put whole, half, quarter or eighth notes on the staff (20) randomly. DO
NOT HAVE THEM PUT THEIR NAMES ON THE PAPER THAT THEY ORIGANALLY WROTE ON. Collect each one
and mix them up and hand them out. Tell each student to tell the names of the notes.
6. Make a staff on the floor. I find a distance of approx. 12" works fine for grades K-4. Several children play at one time. I call
out either right or left hand randomly + a pitch name and the children put their hands or feet on the corresponding line or
space. The more difficult the more fun they have!
7. Play Musical beanbag alphabet.
 Give one child 3 beanbags and have them stand behind a line marked off to throw from.
 Write the names of the lines and spaces on the board or if you have a chart, use it.
 The child throws all three bags. They must land between bottom line E and top line F.
 The child names the line or space they land on.
8. Have students make up new sentences for Every Good Boy Does Fine, and put them on a poster to be displayed.
9. Play Music Ace software lesson and game with smartboard.
Writing Activity:
Draw a treble clef staff and label all of the lines and spaces. Then make up new sentences for Every Good Boy Does Fine.
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Elements of music: Note Values, Rhythm, Meter
Core Content 4.1
AH-05-1.1.1
Students will analyze or explain the use of elements of music in a variety of music.
Elements of music:
Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measure
AH-5-PA-S-Mu1
Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter),
alone and with others
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.
Learning Targets
 I can identify whole, half, quarter and eighth notes and rests.
 I can describe how many beats each type of note and rest get.
 I can explain the term time signature.
 I can read and clap basic rhythms on a staff.
Materials
Rhythm Flash Cards
Chalkboard
Rhythm worksheets
1.
2.
3.
4.
5.
Vocabulary
Duration: The length of time that a note is sounded
Meter: The rhythmic pattern made by grouping together
strong and weak beats
Signature: Signs at the beginning of a musical work
indicating its key and tempo
Rhythm: An element of music, - the meter, time,
signature, and rhythmic duration in a piece of music,
also the regular beat in music, poetry, or dance
Activities
Begin with lesson overview and vocabulary discussion
Discuss whole, half, quarter and eighth notes. Show each note, and give the number of beats it gets. Whole note = 4 beats, Half
note = 2 beats, Quarter note = 1 beat, Eighth note = ½ beat
Introduce Time Signature and demonstrate how note values fill each measure. Have students draw different notes in measures
and have the class discuss whether or not the notes fill the measure completely. Then clap the rhythms together.
Play heads up seven up with the note cards on my desk. When students get a card, they must identify what is on the card then
who gave it to them.
Play Music Basketball. Objective: Students will be able to identify the values of quarter, eighth, half, dotted half, and whole
notes, as well as rests.
 Develop rhythm flashcards with rhythm math problems on them. I use construction paper, and I draw rhythms as math
problems, for example: "quarter note + quarter note + half note + whole note =" and on the opposite side of the card write the
answer: 2.
 Divide the class into 2 teams. Have one person from Team 1 step up to the free-throw line. Hold up a flashcard. They have to
add up the notes and give the correct answer to the problem to earn a shot. If they give the correct answer, they get to shoot
the ball. If they make the shot, they get 2 points for their team. Then, someone from Team 2 gets a turn. To make it more
challenging, you can move the line closer or farther away, add 3-pointers, or play "1 on 1", where one person from each team
steps up, and whoever answers the problem correctly first gets to take the shot.
Writing
Have students write an article about note values and how they are related to each other.
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Elements of music: Melody
Core Content 4.1
AH-05-1.1.1
Students will analyze or explain the use of elements of music in a variety of music.
Elements of music:
Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F
at top of treble clef staff), high notes vs. low notes (pitches)
Program of Studies Skills and Concepts
AH-5-PA-S-Mu1
Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter),
alone and with others
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.
Learning Targets
 I can identify the melody of a song
 I can explain how melodies can move
 I can make up my own song and write it down.
Materials
 Penn and Teller Melody Video
 Chalkboard
 Melody Bulletin Board
 Piano Keyboard
 Melody worksheet
 Student Texts
Yellow Book pg. 50, 118, 119
Red Book pg. 56, 124, 125
Green Book pg. 132
Purple Book pg. 72 73, 154, 155,
Gold book pg. 134, 158, 159, 161
Vocabulary
Melody: An element of music – the shape, direction, and
pitch (high vs. low notes) of a piece of music; also a tune
or song.
Key signature
Contour: The melody of a piece of music as it turns
upward or downward.
Step
Skip
Repeat
Up
Down
Stay the same
Activities
1. Begin lesson with overview, then introduce melody as the memorable part of a song. Have several students name songs they
know. If they are comfortable, have them sing a portion of the song. Point out that the parts they sing are the melody of the song.
2. Sing several traditional children's' songs such as Row Row Row your boat, Mary Had a Little Lamb, etc. and demonstrate melody
verses accompaniment or rhythm.
3. Write the traditional melodies on the board, then show how melodies can move by step, skip or repeat. Have students draw two
notes on the chalkboard staff, then have the class tell whether the notes move by step, skip or repeat.
4. Show the Penn and Teller video, and do a melody practice sheet.
5. Ask the following open response question:
Define the term melody, and list ways melody can move. Draw an example of each type of movement on a staff.
Writing Activity
Have students make up a short melody with lyrics. Have them write down their lyrics, and then draw a staff and draw a melody of
how they think their song will sound. Students can share their melodies with the rest of the class.
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Learning Targets
 I can identify the
melody of a song
 I can explain how
melodies can move
 I can make up my own
song and write it down.
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Elements of music: Harmony
Core Content 4.1
AH-05-1.1.1
Students will analyze or explain the use of elements of music in a variety of music.
Elements of music:
Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony)
AH-5-PA-S-Mu1
Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter),
alone and with others
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.
Learning Targets
 I can describe how the term harmony means to play or sing two or more different parts at the same time
 I can list and sing three basic types of harmony
Materials
Vocabulary
Green Text, Partner songs:
Harmony: An element of music – the simultaneous
Bow Belinda, 109
sounds or notes that result in pleasing music sound
Sandy Land, 108
Ostinatos
Chord A combination of three or more tones played
Autumn 154
together
Bim Bom 163
Brother John 107
Ensemble: A group of musicians or actors who perform
Dredyl Song 203
together
Ghost of John 192
Jasmine Flower 158
enison: When people say, sing, or do something at the
My Old Black Cat 194
same time.
Scotland's Burning 111
Tired Scarecrow 144
Ostinato:
Grade 5, Gold Book, Partner Songs
This Train 118
Interval: The distance between two pitches.
When the Saints Go Marching in
119
 Piano or Keyboard
Lesson.
1. Introduce Harmony as a helper to the melody to make music sound better. Show video excerpt from “One Voice, Many Voices.
2. Play simple accompaniments while students sing the melodies to the same songs we used for the melody lesson
3. Introduce two simple types of harmony: Partner songs and ostinatos. Sing examples of these from the textbooks.
Writing Activity
List three types of harmony and give an example of each.
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Learning Targets
 I can describe how the
term harmony means to
play or sing two or more
different parts at the same
time
 I can list and sing three
basic types of harmony
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Elements of music: Dynamics
Core Content 4.1
AH-05-1.1.1
Students will analyze or explain the use of elements of music in a variety of music.
Elements of music:
Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f)
Program of Studies Skills and Concepts
AH-5-PA-S-Mu1
Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter),
alone and with others
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.
Learning Targets
 I can explain that the term dynamics means how loud or soft music is played
 I can list four dynamic levels in Italian and explain their meaning
 I can perform music at different dynamic levels
Materials Needed:
Chalkboard
Dynamics story sheet
Haydn's Surprise Symphony
http://donrathjr.com/dynamics-music-theory/
http://www.youtube.com/watch?v=99kHBXw0_UM&feature=related
Vocabulary
Dynamics: An element of music – the loudness or
softness of a piece of music (piano, mezzo piano, mezzo
forte, forte
Piano – Soft - p
Mezzo Piano – medium soft mp
Mezzo Forte – medium loud mf
Forte – Loud f
Crescendo – Gradually get louder
Decrescendo – Gradually get softer
Activities
1. Begin by playing Haydn’s “Surprise Symphony”. Ask students why they think it was named “Surprise”
2. Review lesson goals and vocabulary with definitions. Show students the markings, Italian words, and definitions for
dynamic markings.
3. Pass out the dynamics story handout. Read it aloud as a class, and then have individuals perform it.
4. Sing the music K8 song, “ Forte Piano”.
5. Give students the dynamics assessment.
6. Review assessment answers and lesson review concepts.
Writing activity
Write four different dynamic symbols. What do they mean?
Dynamic symbol
How loud or soft is it?
What makes a sound like this?
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Learning Targets
 I can explain that the term
dynamics means how loud or soft
music is played.
 I can list four dynamic levels in
Italian and explain their meaning.
 I can perform music at different
dynamic levels.
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Elements of music: Tempo
Core Content 4.1
AH-05-1.1.1
Students will analyze or explain the use of elements of music in a variety of music.
Elements of music:
Tempo - steady beat, slow, fast
Program of Studies Skills and Concepts
AH-5-PA-S-Mu1
Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter),
alone and with others
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.
Learning Targets
 I can describe how the term tempo means how fast or slow music is played
 I can list four tempos in Italian and explain their meaning
 I can perform music at different tempos
Materials
Vocabulary
Tempo: An element of music – the speed of a piece of
 Tempo Cards
music
 McGraw Hill red CD #3 track 25
Largo: Slow
 Conga drum
http://www.youtube.com/watch?v=dYgBHpUfQnw&feature=related Andante: Moderate or medium
Allegro: Fast
Mr. Greg’s musical madness videos
Presto: Very Fast
Music k8 song Presto Largo
Accelerando: Gradually speed up
Ritardando: Gradually slow down
Activities
1. Begin by playing Red text CD #3 track 25, “John Jacob Jinglehiemer Schmidt”. Ask students what they notice about this song (it
speeds up.)
2. Review lesson goals and discuss vocabulary with definitions.
3. Play “Tempo Train”.
Tempo Train
Teach students the poem, “Engine, Engine, Number Nine”:
Engine, Engine, Number Nine
Going down Chicago line
If the train goes off the track
Do you want your money back?
Choose two students at a time. One is the conductor, the other is the engineer. The conductor chooses a tempo marking from
the tempo cards. The engineer plays a steady beat at that tempo on the conga drum, and the class says the poem at that tempo while
the engineer keeps the beat. Trade roles and students until everyone has had a turn.
4. Play “Heads up 7 Up” with tempo cards.
Heads Up 7 Up
Hand out tempo cards to six students and choose a game moderator.
The moderator tells the class to put their heads down, then the students with cards sneak around, putting a card on someone’s chair.
The moderator then calls, “Heads up”. Students with cards stand up. The moderator goes to each student with a card. That student
must tell what tempo marking is on their card, correctly define it, and then guess who gave them the card. If they guess correctly they
get to trade places with the student who gave them the card. If not, that student gets their card back after all students have guessed.
Writing Activity
Write thank you cards to troops.
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Learning Targets
 I can describe how the
term tempo means how
fast or slow music is
played
 I can list four tempos in
Italian and explain their
meaning
 I can perform music at
different tempos
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Elements of music: Musical Form
Core Content 4.1 AH-05-1.1.1
Students will analyze or explain the use of elements of music in a variety of music.
Elements of music:
Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs
Program of Studies Skills and Concepts
AH-5-PA-S-Mu1
Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter),
alone and with others
AH-5-PA-S-Mu2
Students will sing and play simple rhythmic or tonal patterns by reading music notation, alone, and in small and large ensembles.
Learning Targets
 I can describe the form of a piece of music after listening to it.
 I can write a song in AB form
Materials
AB (two-part)
Student texts
ABA (three-part)
CD’s
Round
Vocabulary
Repeat Sign
Form: An element of music – the structure of a piece of Verse
music (i.e. call and response, AB, ABA, round)
Chorus
Call and Response
Activities
1. Announce the upcoming class talent show (April 16-20) and rules for it.
2. Define musical form as the way composers put music together.
3. Explain that music is divided into sections, and that we name each section with a letter name. Songs with two sections are
AB form, and songs with three sections are ABA form. You know when a new section starts because the music will sound
different.
4. Refer to pages of student texts that focus on form and have students identify different forms visually and aurally.
5. Sing the song, “Dynamite” by Taio Cruz (grooveshark.com, type in “dynamite”) and identify the form of the song.
Writing activity:
Have students write new words to a verse and chorus of “dynamite” or a song of their choice, composing a song with a verse and
chorus (AB form).
Learning Targets
 I can describe the form of a piece of music after
listening to it.
 I can write a song in AB form.
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Elements of music: Assessment Project: Musical Composition
Core Content 4.1
AH-05-4.1.1
Students will create and notate short, simple melodies that demonstrate melodic shape/contour and meter.
AH-05-4.1.2
Students will create and perform simple melodic or rhythmic accompaniments to given melodies.
AH-05-4.1.3
Students will improvise answers in similar style to given rhythmic and/or melodic phrases.
Learning Targets:
 I can create, write and perform a simple melody.
Materials
 Staff Paper
 Keyboards and pianos
 Music composition software
 Midi interface and computer
 Music composition Handout
Activities
1.
2.
3.
4.
5.
6.
Vocabulary
Composer
Elements of music
Begin with lesson overview and vocabulary discussion.
Divide the class into small groups of two or three. (Use multi-ability grouping to ensure success)
Give each student the musical composition handout and explain what should be included in the song.
Allow each group to circulate around the room and use different equipment (computers, keyboards, etc) to complete their
song.
Once the projects have been completed, each group may perform their composition for the entire class.
End class with review.
Additional class periods may be used to finish this project if necessary.
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Other Lessons: Fire Safety Week
Subject: Music
Topic:
Core Content 4.1:
Learning Targets
Activities:
AH-05-3.1.1Students will identify how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical
activities, music as a hobby)
Materials Needed
Vocabulary
Learn Not to Burn Cassette and Lyric Sheets
Smoke detector
Stop, Drop and Roll
Special Meeting Place
Two Ways Out
Lesson
1. Begin with lesson overview and vocabulary discussion
2. Talk about fire safety with all classes. Allow students to contribute their ideas on fire safety and share safety precautions taken at
their house.
Discuss:
 Fire drills procedure at school.
 Having and how to use fire extinguishers.
 Having and checking smoke alarms.
 Establishing a family meeting place outside the home.
 Stop, Drop and Roll procedure.
 Never playing with matches or items that heat.
 How to treat minor burns.
 Feeling the door for heat.
 Crawling through smoke.
 Using stickers so that firefighters can identify childrens' rooms in case of fire.
3. Sing the "Learn Not To Burn", fire safety songs with all classes. Focus on content, pitch, rhythm, tempo, dynamics, and form.
4. End class with a lesson review.
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Cultures and Time Periods: Halloween Songs
Subject: Music
Topic:
Core Content 4.1:
Learning Targets
Activities:
AH-05-3.1.1Students will identify how music fulfills a variety of purposes.
Purposes of music (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical
activities, music as a hobby)
Materials Needed
All textbooks and records
“Moans, Groans and Skeleton Bones” tape and song
sheets
Music K-8 Halloween songs
Vocabulary
Ceremonial Music
Piggy Back Songs
Folk Music
Lesson
Begin the class with a lesson overview.
Discuss piggyback songs and how artists sometimes add new words to old music.
With all classes, sing along with the 3. Moans, Groans and Skeleton Bones CD. Challenge students to identify what original song
was used to create the Halloween piggyback song. Also focus on, pitch, rhythm, tempo, dynamics and enunciation.
End the class with a lesson review.
Text resources for Halloween:
Grades K-1 Yellow Text
 Halloween, 182
 Halloween Parade 186
 Jack-O-Lantern 184
 My Pumpkin 187
Grade 2, Red Text
 On Halloween 198
 There Once Was a Witch 199
 How Did You Know? 200
Grade 3, Green Text
 The Ghost of John 192
 Halloween 193
 My Old Black Cat Hates Halloween 194
Grade 4, Purple Text
Halloween 224
Watch Out! 226
Grade 5, Gold Text
Old Abram Brown 189
When Witches Were Waltzing 228
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Other Lessons: Thanksgiving
Subject: Music
Topic:
Core Content 4.1:
Learning Targets
Activities:
AH-05-2.1.1
Students will identify how music has been a part of cultures and periods throughout history.
Cultures:
Traditional Appalachian
Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures Appalachian
– dulcimer, fiddle, banjo, guitar
Periods:
Colonial American (e.g., work songs, game songs, patriotic music, lullaby, folk music)
Native American includes period in North America before European settlement
European influences in American music, similarities between the music in the American colonies and the cities of Europe (The
influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)
Materials Needed
 Perpetual Preschool Booklet of Thanksgiving
Games and Songs
 Thanksgiving compilation tape from Music K-8
selections
 Lyric Sheets
Vocabulary
Ceremonial Music
Lesson
1. Begin with lesson overview and vocabulary discussion
2. Discuss the Thanksgiving holiday and its history.
3. Sing Thanksgiving songs and finger plays from the perpetual preschool packet. Also play Thanksgiving games from the
packet.
4. Sing along with the compilation tape.
5. End class with lesson review.
Text Resources
Grades K-1, yellow text
 Five Fat Turkeys are We 188
 Thanks for Food 189
 Thank You 190
Grade 2, red text
 Thanksgiving 202
 Over the River and Through the Wood 204
Grade 3, green text
 Autumn 154
 Come, Yea Thankful People, Come 197
 'Sante-sana 199
Grade 4, purple text
 The Seasons 122
 We Gather Together 230
 Harvest Time 232
Grade 5, gold text
 Come, Ye Thankful People, Come 231
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Other lessons: Christmas Sing Along
Subject: Music
Topic:
Core Content 4.1:
Learning Targets
Activities:
AH-05-2.1.1
Students will identify how music has been a part of cultures and periods throughout history.
Cultures:
Traditional Appalachian
Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures Appalachian
– dulcimer, fiddle, banjo, guitar
Periods:
Colonial American (e.g., work songs, game songs, patriotic music, lullaby, folk music)
Native American includes period in North America before European settlement
European influences in American music, similarities between the music in the American colonies and the cities of Europe (The
influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)
Materials Needed
 Wee Sing Christmas Tape
 Textbooks
 Priddis Kids' Christmas CD
 Jingle Bells
 Lyric Sheets
 Time Life Christmas CD’s
Lesson
7.
8.
9.
10.
Vocabulary
Ceremonial Music
Begin with lesson overview and vocabulary discussion.
Discuss Winter holidays around the world. Explore Christmas celebrations from other cultures of the world.
With all classes, sing Christmas, Hannukah and Kwanzaa music.
End with lesson and vocabulary review.
Resources
Priddis CD
Rudolph the Red-Nosed Reindeer
Frosty the Snowman
Here Comes Santa Claus
Santa Claus is Coming to Town
Up on the Housetop
Away in a Manger
Silent Night
47