As promised at the Open House, here are all the Curriculum Summaries (everything that each grade will be taught this year) for Grades 3 - Grades 6
Music Class is divided into two sub-courses: Artistic Perception (including Creative Expression) and Historical and Cultural Context (Including Aesthetic Value, Connections, Relationships and Applications), thus every sub course is once per week.
Please scroll down to find your grade.
Music is a fundamental element of the humankind since the beginning of recorded history.
It is proven that music existed as an important tool of our culture and plays a vital role in our lives. Recent studies have clearly indicated that musical training develops brain areas involved in language and reasoning, and that there is a causal link between music and spatial intelligence and critical thinking. Students of music are constantly developing and mastering their memory skills, increase coordination, learn how to improve their work, develop empathy towards other cultures, and promote teamwork.
They develop their self - confidence, take risks, have better auditory attention, and foster a positive attitude toward learning and curiosity.
Grade 3
1.Artistic Perception which includes:
a) Music Theory:
-Reading and writing in treble clef, performing accidentals
-Introduction to basic rhythmic elements and the 4/4 time signature
-Music Math part A: addition of all note durations (i.e a quarter note + a half note = )
-Articulation: learn how to read the signs that indicate how a note has to be performed: ties and slurs.
b) Ear Training:
-Identifying a music pattern: A-B and A-A-B
-Singing higher or lower from the given starting note
c) Melodic and Rhythmic Dictation (Dictee)
-Identifying and writing down the correct melodic rhythmic line performed by a piano (Level 1 - basic melody - treble clef)
d) Singing:
-Introduction to a solo performance (Sticky Board; please refer to sticky board performances on the Performing Arts blog)
2. Historical and Cultural Context which includes:
a) Classical Music History:
-Identifying visually and aurally the four families of orchestral instruments
-Learning the differences between similar instruments: Viola and Violin - Cello and Double Bass, Flute and Piccolo
-Bowed and Plucked Instruments
-Introduction to a Symphonic Orchestra
-Breaking down a symphonic Orchestra: Violin, Cello, Flute
b) Modern Music History:
-Rock'n'Roll: Famous Bands, Singers and Songs.
3) Creative Expression:
-Learning how to sing a varied repertoire of music from diverse cultures and influences
-Applying notes on words
-Music and Dance: Combine and perform basic locomotor skills while demonstrating the ability to start, change and stop movement on tempo
Grade 4
1. Artistic Perception:
a) Music Theory:
-Reading, writing and performing music notation, including dotted notes in both treble and bass clefs
-Ties and Slurs: How do they interact with the music performance (Sing music with ties and slurs)
-Tones and Semitones
-Understanding the need of a time signature. How would a favorite song sound if written in a different time signature
-Music Math: Add, subtract, multiply beats and rest
b) Ear Training:
-Identifying time signatures by listening to short percussive instrumental and melodic pieces (2/4, 3/4, 4/4).
c) Vocal Skills:
-Sing a varied repertoire of music alone (solo performances) and with others
Please refer to sticky board performances on the Performing Arts blog
-Vocal Training: Vocal games to improve diction, pace and volume.
d) Melodic and Rhytmic Dictation (Dictee)
Identifying and writing down the correct melodic and rhythmic line performed by a piano (treble and bass clef)
2. Historical and Cultural Context
a) Classical Music:
-History of Music: Introduction to the six historical music periods
-Classifying instruments as idiophones, aerophones, chordophones and membraphones
b) Modern Music History:
-From Chuck Berry to Queens: Learn to identify the different elements of each style of music
-Blues: A different approach in music (lessons combined with Social Studies)
3. Creative Expression and Aesthetic Value
-Basic terminology in Music (piano, forte, staccato, tempo etc)
-Solfeggi in both clefs ( treble - bass) monophonic approach
-Describing the characteristics that make a performance a work of Art
4.Connections, relationships and applications:
-Evaluating improvement in personal performances after practice or rehearsal
-Dance and Music: Develop and Memorize set movement patterns and sequences and identify the expectations the audience has for a performer and vice versa
Grade 5
1. Artistic Perception:
a) Music Theory:
-Read, write and perform melodic and rhythmic notation including all the range of basic duration
-Introduction to the Intervals
-2nd and 3rd Intervals: Different types (minor, Major, diminished, Augmented)
-The Perfect 4th and 5th Intervals: Comprehending the differences
b) Ear Training:
-Learn to identify the intervals of one octave or less by listening to them (Auralia Software)
-Identify aurally Major, minor and Perfect Intervals
-Identify time signatures by listening to short percussive instrumental and melodic pieces including rests and eight notes.
c) Vocal Skills:
-Sing a varied repertoire of songs from Broadway and West End Musicals (solo and group singing), focusing on proper breathing and phrasing.
Please refer to sticky board performances on the Performing Arts blog:
http://thepeformingartscourse.blogspot.tw
d) Melodic and Rhythmic Dictation (Dictee)
-Be able to identify and write down the correct melodic and rhythmic line performed by a piano (treble and bass clef- accidentals included)
e) Developing skills for Musical Theatre
-Perform with your group musical theatre games which develop cooperative skills, concentration, motivation improvement and breath awareness
-Use a variety of voice tones (gossipy, frightened, sarcastic, joyful) and observe how does this work musically and theatrically.
2. Historical and Cultural Context
a) Classical Music:
-Introduction to the 4 types of music texture: Monophonic, Homophonic, Biophonic and Polyphonic
-Musical Experiments on all types using a piano or other instrument of their choice
-Baroque Period: Famous Composers and styles: Presentations
-Musical Motives: “When Darth Vader meets the Smurfs”
b) Modern Music History:
-Rock Music: Period 1970-1980
-Ska and Punk
-Pop and Disco
3. Creative Expression and Aesthetic Value
-Muse Score : Applying vocal and instrumental skills in composing a varied repertoire of music based on basic rhythmic motives. Arrange music using personal skills and inspiration
-Develop and apply appropriate criteria to support personal preferences for specific musical works.
-Presentations of favorite music artists and composers
4.Connections, relationships and applications:
-Develop and apply appropriate criteria for critiquing a performance. Not all the audience has the same reactions. Identify reasons for this fact.
Grade 6
1. Artistic Perception:
Music Theory:
-Introduction to Major Scales and the Circle of Fifth
-Read, write and perform Major and Minor Harmonic scales (sharps and flats)
-Comprehend the need of different scales and compare your vocal skills on some of them
b) Ear Training:
-Interval Singing (Auralia Software)
c) Vocal Skills:
-Sing a varied repertoire of songs from Broadway and West End Musicals representing various genres, styles and cultures
Please refer to sticky board performances on the Performing Arts blog:
http://thepeformingartscourse.blogspot.tw
-Use effectively gestures and facial expression in your performance to create a character
-Sight read simple melodies
d) Developing skills for Musical Theatre
Demonstrate accuracy reproducing musical parts on an instrument or vocally.
2. Historical and Cultural Context
a) Classical Music:
-Classical Period of Music: Historic events that contributed to the evolution of music. Famous Composers and Styles
-Human Voice: The range of the 6 categories
b) Modern Music History:
-Funk and Soul
-Influences of various cultures on modern music
-Classify by style and genre a number of music works and explain characteristics that make each work exemplary
3. Creative Expression and Aesthetic Value
-Muse Score : Applying vocal and instrumental skills in composing a varied repertoire of music based on basic rhythmic motives. Arrange music using personal skills and inspiration. Compose a short music theme for a film.
-Introduction to Improvisation: Create simple melodies for lyrics on the spot
-Song Analysis: Behind the lyrics
-Describe how the music knowledge connects to learning in other subject areas
-Identify career pathways in music
-Hearing: What is music and what is noise? How does the pitch , the loudness and the timbre interacts with our brain.
4.Connections, relationships and applications:
-The relationship between music and commercial videos or/and movies
-Develop and apply appropriate criteria for critiquing a performance. Not all the audience has the same reactions. Identify reasons for this fact.
-Explain how outstanding performers affect audience emotionally and extend the outcomes to music and theatre
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