Grade 1 Curriculum
Unit 1: Musical Opposites
- Why does music not always sound the same?
- What makes music sound different?
- How can I change music to feel differently?
- Musical opposites include fast and slow, loud and quiet, and high and low.
- These opposites make the music feel a certain way, depending on which opposites it is.
- If I change one of these opposites, the music will have a different emotion.
- Label and demonstrate musical opposites (fast vs. slow, loud vs. quiet, high vs. low)
- Change music based on musical opposites by playing instruments (hand percussion and colorful xylophones), singing, and moving
- Echo rhythms and change these echoes by changing one musical opposite
- Echo solfeg: Major scale
Unit 2: Musical Patterns
- How can we organize music?
- How can we show musical patterns?
- Why do we organize music into patterns?
- Music is often organized into different sections that sometimes repeat.
- In a Call and Response form, the response is different from the call.
- In an ABA form, the music has two parts: the first part at the beginning, a different part in the middle, and the first part again at the end.
- Label and demonstrate musical patterns (Call and Response, ABA form, repetitive rhythmic patterns) through singing, instrument playing, and movement.
- Play instruments, move to, and sing different musical forms
- Improvise simple rhythms on rhythm sticks and with voice
- Show/play rhythm vs. beat in our songs
- Echo rhythms: use du’s and du-de’s
- Change music to be: soft vs. loud, fast vs. slow, high vs. low
- Be able to notice patterns in music, notably C/R, ABA form, and quarter and eighth note patterns
- Be able to improvise simple rhythms with voice and rhythm sticks