Course Description
The Music Department’s philosophy is based on
the belief that experiences with music are fundamental
to the education of children. Music has a powerful
ability to affect the hearts, minds, and souls of our
children. It gives children the opportunity to gain
self-esteem by learning new skills and talents. It
also gives children the sense of satisfaction that
comes from working with a group to perform and create
a piece of music with beauty and unity. Recent brain
research shows music can tremendously boost the efficiency
and performance of the brain. Music is a powerful purveyor
of culture, both American and other world cultures.
In today’s increasingly global society, knowledge
of other peoples and cultures, as well as our own past,
is a necessary part of a good education.
To further this purpose, the elementary music curriculum
gives children instruction in, and opportunities for,
singing, dancing, playing many types of instruments,
reading music notation, performing drama pieces, creating
their own music, and learning from the performances
of professional and other musicians. The music and
activities are chosen to teach the rich history and
culture of our own country and also of countries around
the world. By fully participating in the elementary
music curriculum, children will feel the joy and satisfaction
that comes from discovering new talents, performing
in programs, and expanding their cultural horizons.
It is the District's philosophy that General Music
should be offered to every elementary student, K-6,
for a minimum of 60 minutes per week.
Adopted Materials
Title: Share the Music
Publisher: McGraw-Hill, 1996
Boise Music Curriculum Teachers Resource Guide
- First Grade
Copyright
Resources
Course Scope
| Unit 1 |
Singing |
Ongoing |
| Unit 2 |
Rhythm and Theory |
Ongoing |
| Unit 3 |
Movement |
Ongoing |
| Unit 4 |
Instruments |
Ongoing |
| Unit 5 |
Form |
Ongoing |
| Unit 6 |
History and Culture |
Ongoing |
| Unit 7 |
Listening |
Ongoing |
| Unit 8 |
Integrating the Arts |
Ongoing |
Download this curriculum as
a pdf file
Assessment
Correlation acronyms key
2005: Information in bold indicates new grade-level material
|
Instructional
Objective
110.01 The students will be able to meet the
following singing objectives |
Standard Reference
N-1a, b, c, e
872.01a,
872.02a, 872.02a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate difference between singing, speaking
and whispering voice |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Identify proper head tone |
TMA, TO |
|
03 |
Identify and perform high, low and same pitches |
TMA, TO |
|
04 |
Demonstrate inner hearing abilities through
various responses |
TMA, TO |
|
05 |
Tunefully sing within a range of major 6th – D1-B1 |
TMA, TO |
|
06 |
Tunefully sing the intervals of So, La, and
Mi alone and with others |
TMA, TO |
|
07 |
Read hand signs of So, La, and Mi |
TMA, TO |
|
08 |
Demonstrate between loud/soft and fast/slow |
TMA, TO |
|
09 |
Respond to phrasing as a musical sentence |
TMA, TO |
|
Instructional Objective
110.02: The students will be able to meet
the following objectives in rhythm and theory: |
Standard Reference
N-2a,b,d; 5:b,
d; 6c, e;
872.01a, 872.02a.
872.03a, 872.03a, 872.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate the ability to match the steady
beat of a piece of music |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Differentiate between steady beat and
rhythm. |
TMA, TO |
|
03 |
Demonstrate the ability to pat simple rhythmic
word patterns, i.e. simple nursery rhymes |
|
|
04 |
Read, notate and perform quarter note,
quarter rest, and two eighth notes, using a
syllabic system (i.e. ta, ti-ti). |
TMA, TO |
|
05 |
Rhythmically read and respond to 2/4
meter. |
TMA, TO |
|
06 |
Trace the melodic contour, left to right and
up/down, in a variety of ways, i.e. physically,
visually, aurally |
TMA, TO |
|
07 |
Read So, Mi, and La on the staff in
the key of C, F, and G |
TMA, TO |
|
08 |
Describe and respond to music in terms of loud/soft
and fast/slow |
TMA, TO |
|
09 |
Name and notate: staff,
lines, spaces, note heads, and note stems |
TMA, TO |
|
Instructional Objective
110.03 The students will be able to meet the
following objectives through movement |
Standard Reference
N-6a,b,e
868.02a, 870.01a, 872.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Move to a steady beat, with locomotor
and non-locomotor movement |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide"
|
|
|
02 |
Perform movement to a song. Add manipulatives
and props as appropriate. |
TMA, TO |
|
03 |
Respond physically to changes in tempo, dynamics,
and high and low |
TMA, TO |
|
04 |
Improvise movement to various styles of music |
TMA, TO |
|
05 |
Function in free and organized formations, with
locomotor and non-locomotor sequences |
|
|
06 |
Respond physically to specific changes
in sections, i.e. to phrasing or to AB and
ABA form |
|
|
Instructional Objective
110.04 The students will be able to meet the
following objectives while playing instruments. |
Standard Reference
N-2a,b,d,e,f
872.01a, 872.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify tone color of unpitched and
pitched instrument groups: skins, shakers,
metals, woods and Orff instruments |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Explore high and low sounds ("up and
down"), imitate short melodic and rhythmic
patterns on pitched instruments, employing
quarter note, quarter rest and two eighth notes |
TMA, TO |
|
03 |
Play unpitched and pitched instruments
to steady beat, alone and with others, using
bordun (hands together) |
TMA, TO |
|
04 |
Play unpitched and pitched instruments
as rhythmic accompaniment, alone and with others |
TMA, TO |
|
05 |
Correctly name and properly play each instrument
used in class. |
TMA, TO |
|
Instructional Objective
110.05 The students will be able to meet the
following objectives in analyzing form. |
Standard Reference
N-6a
870.01a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Respond to phrasing as a musical sentence |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Perform modeled rhythmic and melodic
motives and phrases (echo process) |
TMA, TO |
|
03 |
Recognize and respond to AB and ABA
form |
TMA, TO |
|
Instructional Objective
110.06 The students will be able to meet the
following Humanities objectives. |
Standard Reference
N-6d; 9a,b
868.01a, 868.02a, 870.01a,
870.03a, 872.02a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Sing and recite nursery rhymes. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Sing, play, listen and move to music of varied
cultures. |
TMA, TO |
|
03 |
Sing and play traditional folk songs
and games of America. |
TMA, TO |
|
Instructional Objective
110.07 The students will be able to meet the
following listening objectives. |
Standard Reference
N-6d,e; 9e
868.02a, 870.01a,
870.02a, 870.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify orchestral instrument
family groups. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Respond to and distinguish between various
styles of orchestral music through movement,
manipulation of props, story-telling, and dramatization. |
TMA, TO |
|
03 |
Demonstrate appropriate listening behavior
for a concert setting. |
|
|
Instructional Objective
110.08 The students will be able to integrate
other art forms in the music classroom. |
Standard Reference
N-8b
868.02a, 870.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Recognize through picture books, dramatize and
perform nursery rhymes. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide".
|
TMA, TO |
|
02 |
Dramatize simple songs. |
|
|
03 |
Express the feelings and style of music
with movement, using appropriate props and
manipulatives. |
|
|
04 |
Create original works of art inspired
by listening examples. |
|
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