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Choir
Anyone interested in joining choir -- SINGERS or INSTRUMENTALISTS -- please contact Mrs. Youngers at mrsyoungers@satg1.org.
Grades 3-8
Instrumentalists should have at least 2 years of lessons and/or recommendation from instructor.
1st School Mass - Friday, September 10, 2021 -
SUPPLIES NEEDED
FOR SEPTEMBER 2021:Pre-K and K None
Grades 1 - 8 1 inch 3-ring binder with divider tabs
labeled in this order:
MASS MUSIC
NOTES/VOCAB
HISTORY/COMPOSERS (abbreviate OK)
CULTURE
COMPOSITION
Grades 4 &5 Over the summer, please purchase a RECORDER
BOOK and SOPRANO RECORDER. You may use
the recorder from an older sibling.
THE BOOK IS NEW ! We will NOT be using the
old book as it is no longer available.
BOOK:
THE COMPLETE RECORDER RESOURCE KIT by Denise Gagne
RECORDER:
Soprano
Baroque English Fingering
Key of C
Google "RECORDER and BOOK SET"
Click on the website for West Music.
If just ordering the book, search "Complete Recorder Resource Kit by Denise Gagne." -
Music Curriculum - Grade K
MUSIC CURRICULUM - Grade K
RHYTHM
- Identify term “beat”
- Duration of sounds: long – short
MELODY / PITCH
- High or low of pitch
- Melody going up; melody going down
- Match pitch by notes with voice
HARMONY
- Music with melody, no accompaniment
- Music with accompaniment
TONE / COLOR
- Identify voice qualities: speaking, whispering, calling, singing
- Environmental sounds: phone, machines, cars, trees, birds, ocean, etc.
FORM
- Call and response
- Sing long and short phrases
STYLE
- Identify mood of a song: happy / sad
- Identify a march vs. a lullaby
- Identify loud and soft
- Identify fast and slow
- Move to the different styles -
Music Curriculum - Grade 1
RHYTHM
- Identify steady beats; strong beats
- Use patterns of long and short sounds
- Repeat patterns: echo styles
- Identify even and uneven beats
- Clap the even and uneven beats
- Notation: Note values of quarter note, half note
MELODY / PTICH
- Identify high – middle – low pitch
- Melodies using steps, skips, leaps
- Introduce the staff: 5 lines, 4 spaces
- Notation: Music Alphabet: A, B, C, D, E, F, G
- Phrases length – as a sentence – as a musical idea
- Repeated phrases
HARMONY
- Music with accompaniment
- Music without accompaniment
TONE COLOR
- Identify voice qualities of man, woman, child
- Identify string instruments
- Identify melody and non-melody instruments
FORM
- Learn terms solo and chorus
- Identify like and unlike phrases
- Identify ABA forms
STYLE
- Identify loud – soft
- Identify getting louder, getting softer
- Identify fast – slow
- Identify getting faster – slower
- Move to the different stylesRHYTHM
- Identify steady beats; strong beats
- Use patterns of long and short sounds
- Repeat patterns: echo styles
- Identify even and uneven beats
- Clap the even and uneven beats
- Notation: Note values of quarter note, half note
MELODY / PTICH
- Identify high – middle – low pitch
- Melodies using steps, skips, leaps
- Introduce the staff: 5 lines, 4 spaces
- Notation: Music Alphabet: A, B, C, D, E, F, G
- Phrases length – as a sentence – as a musical idea
- Repeated phrases
HARMONY
- Music with accompaniment
- Music without accompaniment
TONE COLOR
- Identify voice qualities of man, woman, child
- Identify string instruments
- Identify melody and non-melody instruments
FORM
- Learn terms solo and chorus
- Identify like and unlike phrases
- Identify ABA forms
STYLE
- Identify loud – soft
- Identify getting louder, getting softer
- Identify fast – slow
- Identify getting faster – slower
- Move to the different stylesRHYTHM
- Identify steady beats; strong beats
- Use patterns of long and short sounds
- Repeat patterns: echo styles
- Identify even and uneven beats
- Clap the even and uneven beats
- Notation: Note values of quarter note, half note
MELODY / PTICH
- Identify high – middle – low pitch
- Melodies using steps, skips, leaps
- Introduce the staff: 5 lines, 4 spaces
- Notation: Music Alphabet: A, B, C, D, E, F, G
- Phrases length – as a sentence – as a musical idea
- Repeated phrases
HARMONY
- Music with accompaniment
- Music without accompaniment
TONE COLOR
- Identify voice qualities of man, woman, child
- Identify string instruments
- Identify melody and non-melody instruments
FORM
- Learn terms solo and chorus
- Identify like and unlike phrases
- Identify ABA forms
STYLE
- Identify loud – soft
- Identify getting louder, getting softer
- Identify fast – slow
- Identify getting faster – slower
- Move to the different stylesRHYTHM
- Identify steady beats; strong beats
- Use patterns of long and short sounds
- Repeat patterns: echo styles
- Identify even and uneven beats
- Clap the even and uneven beats
- Notation: Note values of quarter note, half note
MELODY / PTICH
- Identify high – middle – low pitch
- Melodies using steps, skips, leaps
- Introduce the staff: 5 lines, 4 spaces
- Notation: Music Alphabet: A, B, C, D, E, F, G
- Phrases length – as a sentence – as a musical idea
- Repeated phrases
HARMONY
- Music with accompaniment
- Music without accompaniment
TONE COLOR
- Identify voice qualities of man, woman, child
- Identify string instruments
- Identify melody and non-melody instruments
FORM
- Learn terms solo and chorus
- Identify like and unlike phrases
- Identify ABA forms
STYLE
- Identify loud – soft
- Identify getting louder, getting softer
- Identify fast – slow
- Identify getting faster – slower
- Move to the different styles
-
Music Curriculum - Grade 2
RHYTHM
- Note Values: quarter notes, half notes, whole notes
- Introduce meter as counting 1 – 2
- Use marching patterns for counting 1 – 2
- songs in 2 meter, 3 meter, 4 meter
- Chants in 1 – 2 meter (ex. 1 -2 buckle by shoe . . .)
MELODY / PITCH
- Identify high – middle – low pitch
- Teach scale: DO, RE, MI, FA, SOL, LA, TI, DO
- Music Alphabet: A, B, C, D, E, F, G
- Introduction to the keyboard
- Pitches that move in steps and leaps
- Given a pitch, sing simple melodies
HARMONY
- Play chord changes
- Sing two melodies at the same time
TONE COLOR
- Identify male, female, child voice qualities
- Instruments of the orchestra: brass and woodwinds
- Explore voice qualities in speaking, calling shouting, whispering
FORM
- Identify ABA forms
- Identify long and short phrases
- Identify repeated phrase
STYLE
- Style changes in rhythm, melody, color
- Dramatize mood of a song
- Listen to American and African folk songs
-
Music Curriculum - Grade 3
- Introduce eighth notes – quick or running notes
- Simple rhythms using 2 patterns
- Introduce silent beat = REST
- Introduce notes and equivalent rests: whole note – whole rest
Half note – half rest
Quarter note – quarter rest
Eighth note – eighth rest
MELODY / PITCH
- Music Alphabet
Keyboarding
- Identify upward, downward and repeated tones
- Sing scale tones: up, down or in skips
- Identify melodic patterns – different, same
- Introduce sharp (#) – higher
- Introduce flat (b) – lower
- Listen and identify basic note and then # or b.
HARMONY
- Sing partner, songs, rounds and countermelodies
TONE COLOR
- Identify families of instruments
FORM
- Identify verse – refrain
- Identify ABA forms and AB forms
STYLE
- Identify styles in orchestral music (ex: March, lullaby, folk song)
- Listen to Early American Music
- Draw pictures explaining moods of songs
- Composition -
Music Curriculum - Grade 4
RHYTHM
- Identify and use rhythm in 2, 3, 4, and 6
- Identify and use whole, half, quarter, and eighth notes
- Sing song with syncopated and dotted rhythms
- Clap and count rhythmic patterns with quarter and eighth notes.
MELODY / PITCH
- Music Alphabet – Identify notes on the staff
- Keyboarding
- Learn to play the recorder
- Identify melodic phrases: same/different; long/short
- Understand melodic terms: intervals and contour
- Notation: a “road map” of sounds we hear –
Up/down; repetition in melody, melodic rhythm, melodic sequence
- Listen and understand keys: major/minor
- Improve vocal techniques: expanding the range
- Sing countermelodies (rounds/canons)
- Understand term: descant
- Maintain a part against a melody
TONE COLOR
- Play the recorder for tone quality
- Listen to choral singing to hear difference in voices
- Recognize string, woodwind, brass instruments
- Identify pitched/ unpitched instruments
- Dynamic markings: piano, forte, mezzo piano, mezzo forte
HARMONY
- Sing partner songs, rounds, canons, descants, 2 part songs and countermelodies
FORM
- Recognize call/ response
- Recognize: introduction – theme – coda
- Identify AB/ABA form
STYLE
- Examine characteristics of folk, western, oriental, and ethnic songs
- Recognize how tempo and dynamics affect style of music
- Sing songs related to American history
- Hear and sing holiday/seasonal songs in various styles
- Composition
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Music Curriculum - Grade 5
RHYTHM
- Identify beat / strong beat
- Recognize syncopated and dotted rhythms
- Play instruments on steady beats and off beats
- Identify and use fermata
- Identify meter in 2, 3, 4, and 6
- Identify traditional meter signatures
- Practice conducting patterns
- Use body percussion to reinforce rhythmic patterns
MELODY/PITCH
- Melody instruments: Keyboard and Recorder
- Music Alphabet: recognize and name notes on staff of treble and bass clefs
- Recognize and compare contour of melodic phrases: same/different, shorter/longer
- Introduce concept of melodic rhythm (rhythm of the words)
- Clap melodic rhythm
- Recognize steps, leaps, repeats
- Identify major and minor songs
- Emphasize head voice with purity of tone
TONE COLOR
- Identify string, woodwind and brass instruments by sound and sight
- Recognize folk string and percussion instruments
- Identify difference between band and orchestra
- Recognize vocal sounds of groups: duet, trio, quartet, chorus
- Stress use of good tone quality in singing/ speaking
- Dynamic marks: pianissimo, fortissimo
HARMONY
- Sing unison songs, partner songs, 2 part songs, rounds, descants, countermelodies, ostinatos
- Recognize 2, 3, or 4 part harmony
FORM
- Identify AB, ABA, & AABA form
STYLE
- Sing and listen to music related to American history
- Listen to band and orchestra music of 19th and 20th century
- Listen to American music – 1950’s to present
- Recognize how use of dynamics makes music more expressive