1. 1st Grade Scope & Sequence
    1. Initial Experiences
    2. Strand One: Rhythm
    3. Strand Two: Melody
    4. Strand 3: Harmony
    5. Strand 4: Form
    6. Strand 5: Expressive Qualities
    7. Developmental Experiences
    8. Strand 2: Melody
    9. Strand 3: Harmony


1st Grade Scope & Sequence

 


 





Initial Experiences

 





Strand One: Rhythm

 

1.1M  Move to the pulse/beat of duple/quadruple meter  2/4, 4/4

1.2M  Move to patterns using the following rhythmic values:
 
 


 

1.1S  Speak the pulse/beat of duple meter

1.2S  Speak patterns using the following rhythmic values:
 
 


1.1L  Listen to the pulse/beat of duple meter
triple meter
1.2L Listen to patterns using the following rhythmic values:
 


 

1.1P  Play the pulse/beat of duple meter

1.2P  Play patterns using the following rhythmic values:
 


 

1.1R  Read and notate the pulse/beat of duple meter, triple, quadruple

1.2R  Read and notate patterns using the following rhythmic values:
 
 


1.1C  Create using the pulse/beat of duple meter, triple and quadruple

1.2C  Create using the following rhythmic values:
 


 

 





Strand Two: Melody

 

2.1M  Move to illustrate melodic direction

2.2M  Move to illustrate high/low contrasts

2.3M  Move to illustrate melodic contour

 

2.1S  Demonstrate vocal tone production

 

2.2S  Sing the following Kodally melodic patterns:
Sol-Mi-La (add Do-Re)
2.6S Sing to illustrate melodic contour
 
2.1L Listen to the following melodic patterns:
Sol-Mi, Sol-Mi-La
Sol-Mi-La (add Do-Re)
2.4L Listen to melodic contour
 
2.1P Play the following melodic patterns:
Sol-Mi
2.2P Explore the relationship between the size of the sound source/instrument and its pitch
 
2.1C Explore songs in a limited range (Sol-Mi-La melodies)





Strand 3: Harmony

 

3.1M  Move to illustrate tonality differences including:

   major/minor

3.2M  Move to illustrate ostinati patterns including body percussion

 

3.1S  Sing to illustrate tonality differences including

   major/minor

 

 

3.1L  Listen to tonality differences including:

   major/minor

3.2L  Listen to ostinati patterns

 

3.1P  Play two-measure pitched or unpitched ostinati

3.4P  Play with correct mallet technique

3.5P  Play the simple chord bordun

 

 





Strand 4: Form

 

4.1M  Move to illustrate the feeling of phrase

 Move to illustrate same and different phrases

4.2M  Move to illustrate the diference between A and B

   ABA

 

4.1S  Speak and sing to illustrate the phrase

 Speak and sing to illustrate same and different phrases

4.2S  Speak and sing to illustrate the difference between A and B sections

   ABA

 

4.1L  Listen to the phrase

 Listen to same and different phrases

4.2L  Listen to the difference between A and B sections

   ABA

 

4.1P  Play to illustrate the phrase

 Play to illustrate same and different phrases

4.2P  Play to illustrate the difference between A and B

   ABA

 

4.1C  Create sound accompaniments to show the phrase

   same and different phrases

4.2C  Create A and B sections

   ABA

 

 





Strand 5: Expressive Qualities

 

5.1M  Explore the space using creative movement

5.2M  Move to illustrate contrasts in tempo

5.3M  Move to illustrate contrasts in dynamics

5.4M  Move to illustrate contrasts in timbre

 

5.1S  Speak and sing to illustrate contrasts in tempo

5.2S  Speak and sing to illustrate contrasts in dynamics

5.3S  Speak and sing to illustrate contrasts in timbre

 

5.1L  Listen to contrasts in tempo

5.2L  Listen to contrasts in dynamics

5.3L  Listen to contrasts in timbre

5.4L  Listen to music of many cultures including style, instruments and traditions

5.5L  Listen to the orchestral percussion family

   Woodwind family

   Brass family

 

5.1P  Play instruments to illustrate contrasts in timbre

5.2P  Play unpitched instruments with proper technique

 

5.1C  Create to illustrate contrasts in tempo

5.2C  Create to illustrate contrasts in dynamics

5.3C  Create to illustrate contrasts in timbre

 

 

 





Developmental Experiences

 





Strand 2: Melody

 

2.2S  Sing songs in a limited range

 Sing the following Kodally melodic patterns:

   Sol-Mi, Sol-Mi-La

2.3S  Sing a variety of repertoire in cultural/historical context including:
singing games, cumulative, patriotic, seasonal, multicultural, and folk songs
2.4S Sing to illustrate melodic direction
2.5S Sing to illustrate high/low contrasts
 
2.2L Listen to melodic direction
2.3L Listen to high/low contrasts
 
2.3P Play to illustrate melodic direction
2.4P Play to illustrate high/low contrasts
 
2.1C Explore songs in a limited range
 





Strand 3: Harmony

 

3.2S  Speak a rhyme with a teacher/accompanied ostinato

 

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