Chapter 3: Grade Levels 1-3

Question 1

Please list three objectives and possible procedures for the category of PERFORMING and READING music.

Answer 1

During the primary grades the student will:

1) Objective: Demonstrate initial understanding of posture and breathing used to promote good sound while singing.
Procedures: Sit or stand with good posture, expand ribs while breathing, sing with a free clear tone, avoiding straining or yelling.

2) Objective: Sing several selected songs expressively.
Procedures: Select ethnic, patriotic, or holiday songs that contain expressive content: pride, affection, fear, surprise, and so on.

3) Objective: Maintain own part in round or partner song.
Procedures: Sing familiar round melody alone and then with another student as a round.

4) Objective: Demonstrate understanding of note values and patterns.
Procedures: Move to music by stepping, skipping, hopping, or running.

5) Objective: Read and play, clap, or chant simple rhythm patterns from notation.
Procedures: Read and clap examples from flash cards, chalkboard, or songbook.

Question 2

Please list three objectives and possible procedures for the category of CREATING music.

Answer 2

During the primary grades the student will:

1) Objective: Sing or play improvised answers to music phrases.
Procedures: Respond to aural or visual phrase provided by teacher.

2) Objective: Compose short melodic phrases to be played or sung.
Procedures: Use real or invented notation to record; keep compositions in portfolio for future improvement and changes.

3) Objective: Create pieces using nontraditional sounds such as environmental or body sounds.
Procedures: Collect different-pitched objects from a variety of sources and use for basis for new piece.

4) Objective: Invent pieces or organize sequence of familiar pieces to interpret stories or themes.
Procedures: Select story or theme as a group, and then construct music to express ideas and moods using solos, recitative, and chorus.

5) Objective: Create movement to express musical ideas.
Procedures: Select short programmatic piece to demonstrate story or affective response.

Question 3

Please list three objectives and possible procedures for the category of LISTENING and DESCRIBING music.

Answer 3

During the primary grades the student will:

1) Objective: Hear and discuss selected components of music: Pitch (major/minor, tone center) Duration (fast/slow, long/short, duple/triple) Loudness (loud/soft, crescendo/decrescendo, accent) Form (repeated phrases, contrasting phrases, two-part and three-part form, rondo, canon).
Procedures: Upon hearing pieces selected by teacher for demonstration.
-Identify tonal center singing; distinguish fast and slow, imitate long and short, recognize music in duple and triple time.
-indicate loud and soft through gestures.
-upon hearing repetitions, demonstrate through signaling show formal patterns through icons.

2) Objective: Demonstrate through movement to acknowledge change in pitch.
Procedures: Move hand up and down to indicate interval and step change.

3) Objective: Plan a series of movements or pictures to represent how a given piece sounds.
Procedures: After several teacher-guided listenings, develop plan or map and record it for collections in portfolio.

4) Objective: Identify families of instruments and individuals instruments visually and aurally.
Procedures: Listen to and examine varieties of instruments and discuss timbral and construction differences.

5) Objective: Recognize stylistic characteristics of overall selection.
Procedures: Listen to and identify examples of religious, folk, classical, Spanish, cowboy, Asian, and African-American music.

Question 4

Please list three objectives and possible procedures for the category of VALUING and music.

Answer 4

During the primary grades the student will:

1) Objective: Discuss why music is personally important.
Procedures: Talk about preferences with guidance from teacher about relating to music concepts.

2) Objective: Select music to listen to with a purpose.
Procedures: Recognize the effect of music on attitude, mood, and enjoyment.

3) Objective: Be willing to work at solving “musical problem”.
Procedures: Exhibit patience and perseverance to perfect personal effort such as compositions, recording, or chant.

4) Objective: Participate spontaneously in music endeavors alone or with groups.
Procedures: Volunteer to play or sing solos and to participate in group activities.

5) Objective: React to lives of well-known composers.
Procedures: Report on appropriate biographical sketches of famous composers; relate anecdotes interesting to age group.