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Music Notes Newsletter



Teacher

PowerSchool

Last updated 1/26/07
Exploratories -> Music
SPECIAL EVENTS

  • Thursday, October 18, 7:00 PM, Church– Faculty Recital (Mr. Work, Mrs. Bluml, Miss Brawner, maybe more!)
  • Thursday, October 25, 11:45 AM – 2:50 PM – Middle School Choir attending the East Central Iowa Choir Clinic at Prairie Middle School
  • Thursday, October 25, 7:00 PM, Gym – Fall Music Festival. This concert is for band and all choir students.  Choir students will need to be at the school by 6:30 PM.

    KINDERGARTEN
    Grade Level Expectations for Music

    These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during kindergarten and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards and the standards-based progress report. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

    * = referenced in Progress Report

    MUSIC

    1. Sings alone and with others, a varied repertoire of music*

    (1.1) Distinguishes and demonstrates difference between loud and soft, fast and slow, high and low
    (1.2) Demonstrates ability to echo rhythmic patterns*
    (1.3) Participates in group singing
    (1.4) Participates/contributes in class activities
    (1.5) Listens and follows directions
    (1.6) Distinguishes and demonstrates between speaking voice, singing voice, shouting (outside voice), and whispering voice

    2. Performs on instruments alone and with others, a varied repertoire of music

    (2.1) Performs on classroom percussion instruments
    (2.2) Keeps a steady beat*

    3. Improvises melodies, variations, and accompaniments

    (3.1) Finds and performs a steady beat orally

    6. Knows and applies criteria to music and musical performances, i.e., swinging and swaying

    (6.1) Demonstrates how to respond to characteristic of music (fast/slow and loud/soft) through appropriate movement

    7. Understands relationships between music and history and culture

    (7.1) Knows appropriate audience behavior
    GRADE ONE
    Grade Level Expectations for Music

    These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during first grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards and the standards-based progress report. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

    * = referenced in Progress Report

    MUSIC

    1. Sings alone and with others, a varied repertoire of  music*

    (1.1) Demonstrates ability to echo rhythmic patterns*
    (1.2) Participates in group singing*
    (1.3) Participates and contributes to class activities
    (1.4) Listens and follows directions
    (1.5) Performs simple four beat rhythm patterns from notation*
    (1.6) Matches pitch
    (1.7) Distinguishes and demonstrates between loud and soft, fast and slow, high and low melodies
    (1.8) Sings and speaks ostinatos (repetitions of a short musical pattern)

    2. Performs on instruments alone and with others, a varied repertoire of music

    (2.1) Performs on classroom percussion instruments
    (2.2) Finds and performs steady beat through singing, speaking, clapping or patting*
    (2.3) Distinguishes between beat and rhythm*
    (2.4) Uses rhythm instruments appropriately*
    (2.5) Demonstrates ability to echo rhythmic patterns.
    (2.6) Improvises melodies, variations, and accompaniments

    3. Improvises melodies, variations, and accompaniments

    (3.1) Finds and performs a steady beat orally

    4. Composes music within specified guidelines

    (4.1) Improvises melody given a simple rhythm and pentatonic melodic instrument (xylophone, metallophone, glockenspiel)

    5. Reads and notates music

    6. Knows and applies criteria to music and musical performances, i.e., swinging and swaying

    (6.1) Demonstrates how to respond to characteristic of music (fast/slow and loud/soft) through appropriate movement

    7. Understands relationships between music and history and culture

    (7.1) Knows and demonstrates appropriate audience behavior
    GRADE TWO
    Grade Level Expectations for Music

    These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during second grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards and the standards-based progress report. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

    * = referenced in Progress Report

    MUSIC

    1. Sings alone and with others, a varied repertoire of music*

    (1.1) Demonstrates ability to echo rhythmic patterns*
    (1.2) Participates in group singing*
    (1.3) Performs simple songs and ostinatos with appropriate tone, pitch, dynamics, rhythm with or without accompaniment
    (1.4) Sings partner songs and rounds in small groups
    (1.5) Matches pitch do-re-mi
    (1.6) Can sing and identify do-re-mi-fa-so-la
    (1.7) Participates and contributes in class activities

    2. Performs on instruments alone, with others, a varied repertoire of music

    (2.1) Performs on classroom percussion instruments
    (2.2) Finds and performs steady beat through singing, speaking, clapping or patting*
    (2.3) Distinguishes between beat and rhythm*
    (2.4) Uses rhythm instruments appropriately*
    (2.5) Demonstrates ability to echo rhythmic patterns.
    (2.6) Improvises melodies, variations, and accompaniments
    (2.7) Finds and performs a steady beat
    (2.8) Demonstrates melody visually, orally and through movement (upward, downward etc.)

    3. Improvises melodies, variations, and accompaniments

    (3.1) Finds and performs a steady beat orally

    4. Composes music within specified guidelines

    (4.1) Improvises melody given a simple rhythm and pentatonic melodic instrument (xylophone, met allophone, glockenspiel)

    5. Reads and notates music

    (5.1) Identifies standard musical symbols

    6. Knows and applies criteria to music and musical performances, i.e., swinging and swaying

    (6.1) Demonstrates how to respond to characteristic of music (fast/slow and loud/soft) through appropriate movement
    (6.2) Understands the role of musicians (i.e., song leader, conductor, composer, and performer) in various musical settings and culture

    7. Understands relationships between music and history and culture

    (7.1) Knows appropriate audience behavior
    GRADE THREE
    Grade Level Expectations for Music

    These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during third grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards and the standards-based progress report. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

    * = referenced in Progress Report

    MUSIC

    1. Sings alone and with others a varied repertoire of music*

    (1.1) Performs simple songs and ostinatos with appropriate tone, pitch, dynamics, rhythm with or without accompaniment
    (1.2) Sings partner songs and rounds in small groups and is able to sing own part
    (1.3) Sings and speaks ostinatos (repetitions of a short musical pattern)
    (1.4) Can sing and identify scale
    (1.5) Participates and contributes in class activities

    2. Performs on instruments alone and together, a varied repertoire of music*

    (2.1) Performs on classroom percussion instruments
    (2.2) Finds and performs steady beat
    (2.3) Improvises melody given a simple rhythm and pentatonic melodic instrument (xylophone, metallophone, glockenspiel)
    (2.4) Creates movement to accompany music or poems
    (2.5) Demonstrates melody visually, orally, and through movement (upward, downward etc.)
    (2.6) Identifies orchestra instruments aurally (by sound)

    3. Improvises melodies, variations, and accompaniments.

    (3.1) Improvises short songs and instrumental pieces.

    4. Composes and arranges music within specified guidelines

    (4.1) Creates musical accompaniments*

    5. Reads and notates music

    (5.1) Understands musical notations*
    (5.2) Identifies standard musical symbols, e.g., dynamics, tempo, and articulation
    (5.3) Identifies notes on the scale

    6. Knows and applies criteria to music and musical performances

    (6.1) Appreciates music and is able to analyze in simple terms

    7. Understands relationships between music and history and culture

    (7.1) Knows and demonstrates appropriate audience behavior
    (7.2) Understands the role of musicians (i.e., song leader, conductor, composer, and performer) in various musical settings and culture
    GRADE FOUR
    Grade Level Expectations for Music

    These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during fourth grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards and the standards-based progress report. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

    * = referenced in Progress Report

    MUSIC

    1. Sings alone and with others, a varied repertoire of music*

    (1.1) Sings partner songs and rounds in small groups and able to sing own part
    (1.2) Can sing and identify scale
    (1.3) Participates and contributes in class activities
    (1.4) Sings on pitch in rhythm with appropriate dynamics and timbre, and maintains a steady tempo
    (1.5) Matches pitch
    (1.6) Listens and follows directions

    2. Performs on instruments alone and together a varied repertoire of music*

    (2.1) Finds and performs steady beat
    (2.2) Creates movement to accompany music or poems
    (2.3) Demonstrates correct hand position and air support on recorder
    (2.4) Performs d, e, g, a, b, c, d correctly on recorder
    (2.5) Aurally identifies instruments of the orchestra and band including percussion instruments

    3. Improvises melodies, variations, and accompaniments.

    (3.1) Improvises short songs and instrumental pieces.

    4. Composes and arranges music within specified guidelines

    (4.1) Creates musical accompaniments*
    (4.2) Improvises short four bar rhythms and melodies

    5. Reads and notates music

    (5.1) Understands musical notations*
    (5.2) Identifies notes on the scale
    (5.3) Defines standard musical symbols

    6. Knows and applies criteria to music and musical performances

    (6.1) Appreciates music and is able to analyze in simple terms

    7. Understands relationships between music and history and culture

    (7.1) Knows and demonstrates appropriate audience behavior
    (7.2) Understands the role of musicians (i.e., song leader, conductor, composer, and performer) in various musical settings and culture
    (7.3) Understands that music preferences reflect one’s own personal experiences
    GRADE FIVE
    Grade Level Expectations for Music

    These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during fifth grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards and the standards-based progress report. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

    * = referenced in Progress Report

    MUSIC

    1. Sings alone and with others, a varied repertoire of music*

    (1.1) Sings partner songs and rounds in small groups and able to sing own part
    (1.2) Participates and contributes in class activities
    (1.3) Sings expressively with appropriate dynamics, phrasing, and interpretation
    (1.4) Sings on pitch in rhythm with appropriate dynamics and timbre, and maintains a steady tempo
    (1.5) Matches pitch
    (1.6) Listens and follows directions
    (1.7) Responds to the cues of the conductor when singing as part of a group

    2. Performs on instruments alone and together, a varied repertoire of music*

    (2.1) Finds and performs steady beat
    (2.2) Performs rhythm patterns from notation
    (2.3) Creates movement to accompany music or poems
    (2.4) Aurally identifies instruments of the orchestra and band including percussion instruments

    3. Improvises melodies, variations, and accompaniments.

    (3.1) Improvises short songs and instrumental pieces.

    4. Composes and arranges music within specified guidelines

    (4.1) Creates musical accompaniments*
    (4.2) Improvises short four bar rhythms and melodies

    5. Reads and notates music

    (5.1) Understands musical notations*
    (5.2) Distinguishes between major and minor keys
    (5.3) Defines standard musical symbols
    (5.4) Identifies note names
    (5.5) Identifies half steps

    6. Knows and applies criteria to music and musical performances

    (6.1) Appreciates music and is able to analyze in simple terms

    7. Understands relationships between music and history and culture

    (7.1) Knows and demonstrates appropriate audience behavior
    (7.2) Understands the role of musicians (i.e., song leader, conductor, composer, and performer) in various musical settings and culture
    (7.3) Understands that music preferences reflect one’s own personal experiences
    GRADE SIX
    Grade Level Expectations for Music

    These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during sixth grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

    MUSIC

    1. Sings alone and with others, a varied repertoire of music

    (1.1) Sings partner songs and rounds in small groups and able to sing own part
    (1.2) Sings with good breath control, expression, and technical accuracy at a level that includes modest ranges and changes of tempo, key, and meter
    (1.3) Participates and contributes in class activities
    (1.4) Attempts to sing on pitch in rhythm with appropriate dynamics and timbre, and maintains a steady tempo
    (1.5) Matches pitch
    (1.6) Listens and follows directions
    (1.7) Responds to the cues of the conductor when singing as part of a group

    2. Performs on instruments alone and together, a varied repertoire of music

    (2.1) Performs rhythm patterns from notation
    (2.2) Creates movement to accompany music or poems
    (2.3) Aurally (by ear) identifies instruments of the orchestra and band including percussion instruments

    3. Improvises melodies, variations, and accompaniments.

    (3.1) Improvises simple harmonic accompaniments

    4. Composes and arranges music within specified guidelines

    (4.1) Creates musical accompaniments (e.g. a rhythm instrument accompaniment)
    (4.2) Composes short pieces within specified guidelines

    5. Reads and notates music

    (5.1) Understands musical notations
    (5.2) Reads sixteenth notes and rests

    6. Knows and applies criteria to music and musical performances

    (6.1) Appreciates music and is able to analyze in simple terms

    7. Understands relationships between music and history and culture

    (7.1) Understands, appreciates, and participates in liturgical music
    (7.2) Knows and demonstrates appropriate audience behavior
    (7.3) Understands the role of musicians (i.e., song leader, conductor, composer, and performer) in various musical settings and culture
    (7.4) Understands that music preferences reflect one’s own personal experiences
    GRADES SEVEN AND EIGHT
    Grade Level Expectations for Music

    These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during seventh and eighth grades and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

    MUSIC

    1. Sings alone and with others, a varied repertoire of music

    (1.1) Sings partner songs and rounds in small groups and able to sing own part
    (1.2) Sings with good breath control, expression, and technical accuracy at a level that includes modest ranges and changes of tempo, key, and meter
    (1.3) Participates and contributes in class activities
    (1.4) Attempts to sing on pitch in rhythm with appropriate dynamics and timbre, and maintains a steady tempo
    (1.5) Listens and follows directions
    (1.6) Responds to the cues of the conductor when singing as part of a group
    (1.7) Sings music written in two and three parts

    2. Performs on instruments, alone and with others, a varied repertoire of music

    (2.1) Performs rhythm patterns from notation
    (2.2) Creates movement to accompany music or poems
    (2.3) Performs music representing diverse genres and cultures, with expression appropriate for the work being performed
    (2.4) Performs simple melodies by ear on an instrument

    3. Improvises melodies, variations, and accompaniments.

    (3.1) Improvises short melodies, unaccompanied and over given rhythmic accompaniments, in a consistent style, meter, and tonality

    4. Composes and arranges music within specified guidelines

    (4.1) Creates musical accompaniments (e.g. a rhythm instrument accompaniment)
    (4.2) Composes short pieces within specified guidelines
    (4.3) Knows how the elements of music are used to achieve unity and variety, tension and release, and balance in musical composition

    5. Reads and notates music

    (5.1) Understands musical notations
    (5.2) Reads sixteenth and dotted notes and rests
    (5.3) Uses standard notation to record musical ideas
    (5.4) Knows standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression

    6. Knows and applies criteria to music and musical performances

    (6.1) Appreciates music and is able to analyze in simple terms
    (6.2) Identifies specific music events when listening to music, e.g., entry of oboe, change of meter, return of refrain
    (6.3) Understands how the elements of music are used in various genres and cultures
    (6.4) Knows the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions

    7. Understands relationships between music and history and culture

    (7.1) Understands, appreciates, and participates in liturgical music
    (7.2) Knows and demonstrates appropriate audience behavior
    (7.3) Understands the role of musicians (i.e., song leader, conductor, composer, and performer) in various musical settings and culture
    (7.4) Understands that music preferences reflect one’s own personal experiences
    (7.5) Understands characteristics that cause various musical works to be considered exemplary
    CHOIR

    Middle School Choir (Grades 6 - 8)
    Rehearsals: Mondays and Thursdays from 2:00 - 2:50 PM


    Elementary Choir (Grades 3 - 5)
    Rehearsals: Mondays and Thursdays from 3:00 - 4:00 PM



    Other Information


      Teacher

      Mrs. Bluml

      Mrs. Bonnie Bluml