Name: Location:

CURRICULUM
Grade K
Music
TEACHER WORKBOOK First Edition June 2011
 THE ARTS IN EDUCATION
The following are from students on music education as quoted from the National American Music Merchants Foundation, July 1, 2008:
Music helps you to understand people and cultures. It has a way of bringing people together. Music . . . soothes feelings and clears the minds. Music is about
communication, cooperation and creativity. If we study music we can enrich these skills, and in this way we become better citizens and hopefully build a
better world in which to live. -- Jiann, 14, Missouri

Since I have been taking music in school, I have been promoted to honors programs for all my other classes. I am able to concentrate better and follow along
with even the hardest things we learn. Music has made me realize how much (fun) going to school and learning new things can be. It has brought everything
together and has made my life happier and better. -- Meredith, 12, South Carolina

The following quotes from political figures on the value of music education in our schools:

I have always believed in the definition of an educated man or woman as one who could, if necessary, refound his or her civilization. That means we must
teach our students more than hard facts and floppy disks. We must teach them the rich artistic inheritance of our culture and an appreciation of how fine
music enriches both the student who studies it, and the society that produces it. The existence of strong music and fine arts curricula are important to keeping
the humanities truly humanizing and liberal arts education, truly liberating.
--President Ronald Reagan

An education in the arts can help all of us reach our individual dreams. Research shows that music education not only lifts our children’s hearts, but also
dramatically increases their abstract reasoning, spatial skills, and their scores on math and verbal
exams.
At a time when too many arts education programs are the first to be cut and the last to be added, all of us must send a clear message. When it comes to
igniting our children’s ability to learn and imagine, the arts must be just as central to our
children’s education as the three Rs --US Senator Hillary Rodham Clinton, 2009

This K-6 General Music Curriculum provides a basic framework describing the essential skills and concepts in K-6 general music. It was developed collaboratively
by the K-6 General Music Curriculum Committee, with input from fellow general music staff.

This curriculum framework is organized around the musical concepts of rhythm, melody, harmony, form and expressive qualities, and the achievement
standards (objectives) within each of these content areas. Also included are suggested methodologies and materials.

The Washoe County School District General Music Curriculum Committee

Lauren Bishop Jackie Starkweather Barb Walsh
Bridget James Debbie Vaughan Malia Walter

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 WCSD MUSIC PHILOSOPHY
“(The Arts) are the means by which a civilization can be measured…
They are an essential part of the human experience.”
--National Standards for Arts Education

FUNDAMENTAL PURPOSE:
To develop each student, as fully as possible, the ability to perform,
to create and to understand music at his or her level.

Musical experience should result in a positive attitude toward music,

a better understanding of music and a greater skill in expressing music.

GENERAL OBJECTIVES
1. Give the student a source of enjoyment s/he can use throughout his/her life.
2. Provide student a basic music education, including appreciation, theory, literature and performance skills.
3. Acquaint student with an understanding of cultural and musical heritage.
4. Provide an outlet for creativity and self-expression.
5. Provide an opportunity for success for students who have difficulty with other aspects of the school curriculum.
6. Increase the satisfaction the student is able to derive from music.
7. Select and present a balanced public performance that illustrates the music curriculum.
8. Provide musical experiences that relate to subjects across the curriculum.

MUSIC STANDARDS of WASHOE COUNTY SCHOOL DISTRICT

1. SINGING: Students sing a varied repertoire of music alone and with other.
2. PLAYING INSTRUMENTS: Students perform a varied repertoire of music on instruments alone and with others.
3. IMPROVISATION: Students improvise melodies, variations, and accompaniments.
4. WRITING: Students compose and arrange music within specified guidelines.
5. READING: Students read and notate music.
6. LISTENING: Students listen to, analyze, and describe music.
7. EVALUATION: Students evaluate music and music performances.
8. APPLICATION TO LIFE: Students demonstrate relationships between music, and the other arts, and disciplines
outside the arts.
9. CULTURAL AND HISTORICAL CONNECTION: Students demonstrate knowledge of the historical periods and
cultural diversity of music.

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 CATALYTIC LEVERAGE POINT DESCRIPTIONS
1. Kindergarten Music
Kindergarten students begin the process of learning music by exploration of space with music as a medium, developing kinesthetic awareness and learning
through a multitude of modalities. Students develop a sense of steady beat through listening and moving to music with beat and without beat. Focusing
on the classroom curriculum of opposites, students learn opposites of sound and no sound, beat and no beat, up and down, high and low, fast and slow in
the music classroom. In building on the familiar, students then move on to learning how beat and rhythm work together, exploring this concept through
instrumentation as well as using locomotor and non-locomotor movement. Further, students begin to have awareness for how their voice works and how
pitch relates to the concept of high and low sounds. Multicultural music, children’s literature and nursery rhymes are used to support the music curriculum
as well as the classroom curriculum for these students.

2. Grade 3 Music
Third grade students expand on their musical knowledge through reading, performing, and analyzing a variety of music. Students continue to develop their
rhythm skills by performing on pitched and unpitched percussion instruments. Reading and writing skills are developed with attention to accurate rhythm
and a consistent pulse. Each student’s ability to identify, define and apply music symbols and vocabulary are extended. Students further develop a sense of
pitch within the pentatonic scale through folk, multicultural, and patriotic selections. Creative movement and improvisation are fostered in each student to
help develop the connections to world cultures, history and everyday life. Students are prepared to attend and successfully analyze a live orchestral
concert.

3. Grade 5 Music
Fifth Grade students expand their rhythmic reading skills by converting from Kodaly rhythm syllables to traditional counting of rhythms. Students are able
to sing a full scale with solfege while demonstrating an understanding of the distances between pitches. Skills of an advanced musician are demonstrated
through performance of complex songs with the accompaniment performed, by the students, on percussion and wind instruments. Basic orchestral string
technique is explored in preparation for future ensembles. A fully developed musical vocabulary is used to analyze and evaluate music. Students continue
to explore movement through fully organized folk dances as well as improvisatory dance. Grade 5 is the culmination of preparatory work that provides the
proper foundational skills for students’ future musical endeavors.

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 VISUAL AID REFERENCE GUIDE
This guide is provided to define and clarify visual aids mentioned in the Washoe County School District Music Curriculum.

Hand Staff: Provides a visual of the musical staff with each student F
using his/her own hand to display lines and spaces.
E
E D
C
B
A
G
F
E

Listening Maps: Helps students visualize the structure of music as they listen.

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Melodic Pattern: Flashcards for students to visualize a melody, notes, and intervals.

Pitch Icons: Age appropriate pictures indicating the movement of pitch in music.

La
So So So
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Rhythmic Icons: Age appropriate pictures indicating rhythmic movement and value in music.

Ti-ti Ti-ti (rest) Ta

Rhythmic Syllables: A Kodaly Method of pre-teaching rhythm through the use of syllables.

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Solfege Syllables: A Kodaly approach for learning pitch through the standard solfege syllables.

Staff Mat: (Individual) A laminated sheet with a music staff containing 5 lines and 4 spaces,
used to practice writing pitch, melody and rhythm.
(Floor) An oversized staff mat for group use.

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Xylophone Mat: A laminated sheet in the shape of a xylophone or barred instrument used for individual students .

G A
D E F
B C
G A
E F
C D

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Bordun: A bordun is a single chord accompaniment based on the first and fifth degrees of the scale. It provides harmonic stability. The bordun has four forms:

Solid Broken Crossover Level

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 Dynamics Chart

pp pianissimo very soft

P piano soft
mp mezzo piano medium soft
mf mezzo forte medium loud
f forte loud
ff fortissimo very loud

Tempo Chart

adagio slow
andante moderate speed
moderato medium speed
allegro fast
presto very fast

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Kindergarten

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 Key Concept
RHYTHM
Definition: The long and short sound and silences in music.
Washoe County Conceptual Strand Evidence of Understanding Assessment Resources
School District Music (Students will be able to/I can statements) (Demonstration of Skill) (Formative & Summative)
Standards

5.K.1 Track steady beat  Identify long and short sounds.  Perform using body percussion, Share the Music: Unit 2
and short/long icons. speaking, moving, playing, and Lesson 2, 5, 6, 7
singing.
8.K.1 Track simple
rhythmic and melodic
icons (prereading).

2.K.1 Play a steady beat  Recognize and identify steady  Patschen and play instruments Share the Music: Unit 1
using body percussion. beat. with a steady beat to songs, Lesson 1, 2, 3, 6
rhymes, chants, and recordings.
5.K.1 Track steady beat Share the Music: Unit 2
and short/long icons. Lesson 1, 2, 3, 4, 6, 7, 8

Share the Music: Unit 4

Lesson 1, 2, 5, 7, 8

Share the Music: Unit 5

Lesson 1 - 8

8.K.1 Track simple  Recognize beat, two equal  Aurally identify and label one Share the Music: Unit 3
rhythmic and melodic sounds to a beat and no sound. sound to a beat as ta, two sounds Lesson 1, 3, 4, 7, 8
icons (prereading). to a beat as ti-ti, no sound on a
beat as rest. Share the Music: Unit 6
Lesson 1, 3, 4, 5, 7, 8

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 Key Concept
RHYTHM
Definition: The long and short sound and silences in music.
Washoe County Conceptual Strand Evidence of Understanding Assessment Resources
School District Music (Students will be able to/I can statements) (Demonstration of Skill) (Formative & Summative)
Standards

1.K.4 Sing nursery  Demonstrate an ability to echo  Echo back after the teacher with Share the Music: Unit 5
rhymes and simple clap simple rhythmic patterns. clapping and vocalization, body Lesson 2, 7
seasonal and children’s percussion activities.
songs. Share the Music: Unit 6
 Practice clapping rhythm patterns Lesson 4, 5, 7
8.K.1 Track simple found in songs, poems and
rhythmic and melodic rhymes.
icons (pre-reading).

5.1.1 Read quarter and  Distinguish between quarter  Speak, sing, listen, move, play Share the Music: Unit3
paired eighth note icons notes, paired eighth notes and instruments and body percussion. Lesson 1, 3, 4, 8
and quarter rests using quarter rests.  Read and notate rhythms using
Kodaly syllables. Big Book, popsicle sticks, charts, Share the Music: Unit 5
rhythm cards and other Lesson 1, 4, 8
manipulatives.
Share the Music: Unit 6
Lesson 2, 5, 7

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 Key Concept
MELODY
Definition: The pattern of pitches that moves upward, downward, stays the same.
Washoe County Conceptual Strand Evidence of Understanding Assessment Resources
School District Music (Students will be able to/I can (Demonstration of Skill) (Formative & Summative)
Standards statements)

1.K.4 Sing nursery  Identify melody as the tune.  Sing a melody or identify one they Share the Music: Unit 2
rhymes and simple hear (echo). Lesson 3
seasonal and children’s
songs.

1.K.1 Identify and sing  Identify high/low, up/down and  Identify high/low, up/down through Share the Music: Unit 1
high/low, fast/slow, melodic direction. speaking, singing, playing Lesson 1
loud/soft. instruments, moving and icons.
Share the Music: Unit 2
5.K.2 Track high/low Lesson 2
icons.
Share the Music: Unit 3
8.K.1 Track simple Lesson 2, 3, 5, 6
rhythmic and melodic
icons (pre-reading). Share the Music: Unit 4
Lesson 1, 4, 6, 7, 8

Share the Music: Unit 5

Lesson 6

Share the Music: Unit 6

Lesson 3, 4, 6
 Key Concept
HARMONY
Definition: Two or more pitches sounding at the same time.
Washoe County Conceptual Strand Evidence of Understanding Assessment Resources
School District Music (Students will be able to/I can (Demonstration of Skill) (Formative & Summative)
Standards statements)

6.K.1 Identify familiar  Recognize melody.  Signal when they hear the melody.
melody.

 Signal when they hear an  Signal when accompaniment is Share the Music: Unit 2
accompaniment. heard. Lesson 1, 4, 7, 8

 Sing melody with an Share the Music: Unit 4

accompaniment. Lesson 7

Share the Music: Unit 5

Lesson 7

Share the Music: Unit 6

Lesson 6

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 Key Concept
FORM
Definition: The order of phrases or sections in music.
Washoe County Conceptual Strand Evidence of Understanding Assessment Resources
School District (Students will be able to/I can (Demonstration of Skill) (Formative & Summative)
Music Standards statements)

1.K.4 Sing nursery  Identify same/different and  Make the same response to the Share the Music: Unit 1
rhymes and simple whole/part. parts which are the same and Lesson 5
seasonal and make a different response to the
children’s songs. part which is different while Share the Music: Unit 3
listening to the whole musical Lesson 1 – 8
9.K.1 Sing songs from example.
different cultures Share the Music: Unit 6
including cultures Lesson 2, 3, 4, 5, 7, 8
represented in the
school.

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 Key Concept
EXPRESSIVE QUALITIES
Definition: The artistic, historical, cultural, and emotional qualities of musical study.
Washoe County Conceptual Strand Evidence of Understanding Assessment Resources
School District Music (Students will be able to/I can (Demonstration of Skill) (Formative & Summative)
Standards statements)

1.K.1 Identify and sing  Experience and respond to  Respond through moving, Share the Music: Unit 1
high/low, fast/slow, loud/soft. speaking, playing instruments and Lesson 1, 2, 4, 5, 8
loud/soft. singing.
Share the Music: Unit 2
Lesson 7

1.K.1 Identify and sing  Experience and respond to  Respond through moving, Share the Music: Unit 4
high/low, fast/slow, fast/slow. speaking, playing instruments and Lesson 2, 3, 5, 8
loud/soft. singing.

1.K.1 Identify and sing  Demonstrate different types of  Use and label speaking, singing, Share the Music: Unit 1
high/low, fast/slow, voices. whispering and calling voices. Lesson 2, 5, 8
loud/soft.

9.K.1 Sing songs from  Recognize and identify the  Identify and play; woods, metals, Share the Music: Unit 2
different cultures basic individual rhythm drums, rattles. Lesson 7
including cultures instruments.
represented in the Share the Music: Unit 5
school. Lesson 7, 8

9.K.1 Sing songs from  Experience a connection  Express connections verbally,

different cultures between music and other physically and musically.
including cultures classroom learning.
represented in the
school.

1.K.4 Sing nursery

rhymes and simple
seasonal and children’s
songs.

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