Music Curriculum

Northern Illinois District

Scope and Sequence

XXV.  Elements of the Arts (Music Theory – Listening/ Describing) State Goal:  Know the language of the arts. Learning Standard  A:  Understand the sensory elements, organizational principles, and expressive qualities of the arts.	PS	K	1	2	3	4	5	6	7	8
Sensory elements Identify the difference between fast and slow tempo Identify the difference between long and short sounds Identify the difference between singing voice and non-singing voice Match pitch Identify different tone colors (vocal/instrumental/environmental) Identify the difference between loud and soft dynamics Identify the difference between high and low pitches and pitch direction Identify the difference between pulse (beat) vs. rhythm Identify silent beat (rest) Identify melodic rhythm Identify and discuss various tempos Identify the various rhythmic durations Identify and perform dotted rhythms Recognize syncopation in a melody Identify characteristics of melodic phrases (same/different, longer/shorter) Identify and perform common musical forms including call/response and theme/variations Make decisions regarding appropriate tempo choices (Moderato, maestoso, etc.) Make decisions regarding appropriate dynamic choices (crescendo/decrescendo) Hear and identify syncopation/no syncopation Identify and label different dynamic levels Identify syncopation aurally and visually (in written music) Hear and identify vocal timbre (soprano, alto, tenor, bass) Hear, identify, and perform syncopation Identify and perform rhythmic/melodic ostinatos	X X X X X X	X X X X X X	X X X X X X	X X X X X	X X X X X	X X X X X	X X X X X	X X X X  X	X X  X X X	X  X X X
Organizational principles (Formal/ technical elements) Hear and identify simple musical form (verse/refrain, solo/chorus) Echo a rhythm pattern Identify duple and triple meter Identify meter in 2, 3, and 4 Identify and utilize solfeggio syllables and Kodaly hand signs in singing the pentatonic scale Identify simple musical forms (AB, ABA, Rondo, solo/chorus) Identify unison/choral harmony Identify intervals (4^th, 5^th, Octave) Identify and sing descants Identify solo/duet/trio/chorus singing Identify music symbols (rests, fermata) Identify and label different dynamic levels (f, p, mf, mp) Identify simple musical forms (D.C. al fine) Identify and explain different simple meters (2/4, 3/4, 4/4) Identify and sing intervals (including 2^nd, 3^rd, 6^th) Discuss the concept of consonance and dissonance Identify different simple and compound meters (6/8, 2/2) Hear, identify, and sing major/minor scales Explain the concept of chordal harmony and the construction of triads Hear and identify chords and progressions in major/minor (I, IV, V, i, iv,) Conduct simple patterns in meter of 2, 3, and 4 Hear, identify, and perform triplets Identify whole/half step structure Hear and identify the chromatic scale Hear and identify harmony in parallel thirds/sixths		X	X X	X X	X X X	X X X X X X X X	X X X	X X X X	X X X X X X X	X X X X X X X X
Expressive qualities Use tempo as a means for musical expression Identify ways to create harmony (ostinatos, countermelodies, rounds, partner songs) Discuss the concept of mood and expression Hear, identify, and sing musical forms (including canon) Compare/contrast polyphony/homophony					X X		X	X X	X X	X X X
Changes in elements and expressive qualities Identify the difference between loud and soft dynamics (gradual dynamic change) Recognize pitch movement by step and leap Identify pitch direction and melodic contour and sequences Recognize the use of composite forms Recognize the effect of tempo change regarding musical expression		X		X X	X			X	X	X X
Learning Standard B:  Understand the similarities, distinctions, and connections in and among the arts.
Characteristics of musical styles View and/or participate in a musical production or worship service Identify melodic sequences Make up rhythmic patterns Identify emotions/moods in vocal/instrumental music Arrange musical notes into melodic and rhythmic patterns Identify basic important ideas conveyed in hymnody/Christian song Create a sound collage using rhythm instruments to tell/accompany a poem/story Discuss and suggest ways in which composers use music to convey ideas Discuss genres of various pieces of music Learn about and discuss a significant hymn or piece of liturgical music Identify, compare, and contrast a variety of vocal styles (opera, musical theater, popular music, sacred/liturgical music) Recognize and identify acapella/accompanied	X	X	X X X X	X X X X X	X X X	X X X	X X	X	X X	X X
Similarities, contrasts, and relationships between music and the other fine arts Use body to tell story (hand symbols/finger plays) Imitate and move/dance to rhythmic patterns Move and/or dance to music Discuss and suggest how music relates to dance, drama, and visual art Learn about and discuss a significant musical theater piece Compare and contrast music with visual art of the same period Compare and contrast musical and poetical form Create and produce an original chancel drama/worship experience that conveys a theological idea using music, visual art, and drama	X X	X X	X	X		X	X	X	X X X	X X X X