Fast and slow tempi; rhythm versus beat; four beats per bar, quarter note (‘Ta’), eighth note(s) (‘titi’), quarter rest; simple rhythmic ostinato
High and low sounds; unison; melodic contour; simple melodic patterns using solfege notes
Single melodic line in unison (monophony)
Vocal quality (e.g., speaking voice, singing voice), body percussion, sound quality of instruments (e.g., non-pitched and pitched percussion), environmental and found sounds
Loud, soft; a strong sound for a note or beat (accent); smooth and detached articulation
Phrase, call and response
Written rhythm language (Kodály stick notation)
Skills
Singing songs in unison and playing simple accompaniments for music from a wide variety of diverse cultures, styles, and historical periods
Preparing for assemblies, following a leader, and accepting different roles (transitions, school performances)
Applying the elements of music when singing, playing, and moving
Using the tools and techniques of musicianship in musical performances
Demonstrating understanding that sounds can be represented by symbols
Creating compositions for a specific purpose and a familiar audience
Recognizing and naming elements of a song (beat, rhythm, melody, lyrics)
Music
Arts - Music
Grade 02
Content
Music from different times and cultures
Gradations in volume encountered in music (crescendo, decrescendo) and articulation (legato, staccato)
Instrument families
Fast and slow tempi; rhythm versus beat
Four beats per bar, quarter note (‘Ta’), eighth note(s) (‘titi’), quarter rest; simple rhythmic ostinato
High and low sounds; unison; melodic contour; simple melodic patterns using solfege notes
Single melodic line in unison (monophony)
Vocal quality (e.g., speaking voice, singing voice), body percussion, sound quality of instruments (e.g., non-pitched and pitched percussion), environmental and found sounds
Loud, soft; a strong sound for a note or beat (accent); smooth and detached articulation
Skills
Learning seasonal songs for celebrations, transitions (‘Welcome’ and ‘Good-bye’), school performances (LS assembly), in-class performances, and ‘Morning Music’
Identifying and performing or listening to a variety of musical forms or pieces from different communities, times, and places (e.g., St. Martin, Christmas, Chinese New Year)
Preparing for assemblies, following a leader, and accepting different roles
Using tools and techniques of musicianship in musical performances
Classifying instruments into families based on sound production (percussion, strings, woodwinds, brass)
Using symbols to represent sounds and sounds to represent musical symbols
Writing rhythm language (Kodály stick notation and regular notation)
Singing unison songs in tune and/or playing simple melodies and accompaniments from a wide variety of cultures, styles, and historical periods
Creating compositions for a specific purpose and a familiar audience
Phrasing, calling and responding
Simple melodic ostinato and melodic patterns using notes of a pentatonic scale
Single melodic line in unison songs with simple accompaniment (homophony) and bordun patterns on ‘Do’ and ‘So’
Music
Arts - Music
Grade 03
Content
Rhythm: Understanding and performing rhythms using musical notation, including whole notes, half notes, quarter notes, and eighth notes.
Pitch: Developing pitch recognition through singing and playing instruments.
Musical notation: Learning the basics of reading and interpreting musical notation.
Instruments: Exploring different instrument families (strings, woodwinds, brass, and percussion) and their unique characteristics.
Music appreciation: Gaining exposure to a range of musical genres, styles, and composers.
Singing: Continuing vocal development through various exercises and songs.
Ensemble participation: Engaging in ensemble activities, such as playing recorders, percussion instruments, or other classroom instruments in a group setting.
Creative expression: Composing short melodies, improvising rhythms, or creating their own musical arrangements.
Skills
Clapping and counting rhythms: Exploring simple time signatures like 4/4 and 2/4.
Pitch recognition: Recognizing and reproducing pitches by ear, understanding the concept of high and low sounds, and reading basic musical notation on a staff.
Music symbols: Identifying and understanding musical symbols such as notes, rests, bar lines, and time signatures.
Playing the recorder: Developing fine motor skills through recorder practice.
Singing: Expanding vocal range and practicing proper singing techniques.
Intervals and dynamics: Identifying intervals by ear and understanding dynamic markings in musical notation.
Creative expression: Expressing ideas and emotions through music.
