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First Grade MusicFirst grade will continue to sing and start to learn how to read music on the treble clef staff. We learn who lives in Mr. Everybody's Musical Apartment during the second semester. This story helps us remember who live where and that is how we can to name the notes on the staff. Once we know the characters names as well as our own names we find the characters on Orff instruments and boomwhackers.
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1st Quarter |
"Apple, Peaches, Pears and Plums" (steady beat/ rhythm)
"Fruits and Vegetables" (Refrain/ Verse) "Down By The Bay" (echo song) "Great Big Stars" (sign language) "Shine" "Short'n Bread" "Popcorn" |
2nd Quarter |
"Bean Bag Rock N Roll"
"Tambourine Kid" (Instruments) "Whacky Solfeg" (Melody) "Nampaya Omame" Zulu for "There Comes Out Mothers" (Verse/ Refrain) Tabby Cat (Rhythm) "Thankful" "The Dancing Tree" "Turkey Gobble" "Autumn Leaves" |
3rd Quarter |
"Mr. Everybody's Musical Apartment"
We will learn how to read music on the treble clef staff. Our first graders will play all 6 songs from book one, on the xylophones and boomwhackers! |
4th Quarter |
I Can Statements
I can match 2-3 pitch melodies.
I can imitate what the teacher sings or plays.
I can interpret three-pitch songs that use traditional music notation with voice and/or by playing pitched instruments.
I can use improvisation to create simple rhythmic and melodic variations on familiar melodies.
I can select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations.
I can use singing, playing, and/or moving to respond to a variety of musical ideas, prominent musical characteristics, or specific musical events.
I can recognize contrasts in music, such as high/low pitch, loud/soft dynamics, fast/slow tempo, and same/different sections of music.
I can recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally.
I can illustrate melodic patterns, dynamics, and forms.
I can differentiate various vocal timbres and instruments based on how their sounds are produced.
I can imitate what the teacher sings or plays.
I can interpret three-pitch songs that use traditional music notation with voice and/or by playing pitched instruments.
I can use improvisation to create simple rhythmic and melodic variations on familiar melodies.
I can select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations.
I can use singing, playing, and/or moving to respond to a variety of musical ideas, prominent musical characteristics, or specific musical events.
I can recognize contrasts in music, such as high/low pitch, loud/soft dynamics, fast/slow tempo, and same/different sections of music.
I can recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally.
I can illustrate melodic patterns, dynamics, and forms.
I can differentiate various vocal timbres and instruments based on how their sounds are produced.
