Kindergarten Scope & Sequence

3rd Grade Scope & Sequence

3rd Grade Scope & Sequence

Initial Experiences

Strand One: Rhythm

1.2S Speak patterns using the following rhythmic values:


1.2L	Listen to patterns using the following rhythmic values:

1.2P Play patterns using the following rhythmic values:

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

Strand Two: Melody

2.3M Move to illustrate melodic contour

2.2S Sing the following Kodally melodic patterns:

		Sol-Mi-La-Do-Re-Do’ (add Fa-Ti-Sol-La)
2.8S	Sing scale patterns


2.1L	Listen to the following melodic patterns:
		Sol-Mi-La-Do-Re-Do’ (add Fa-Ti-Sol-La)
2.6L	Listen to scale patterns


2.1P	Play the following melodic patterns:
		Sol-Mi-La, Sol-Mi-Do, Me-Re-Do
2.5P	Play skips/steps/repeats
2.7P	Play with correct fingering and proper tone production on the soprano recorder
		B-A-G


2.1R	Read and notate the following melodic patterns:
		Sol-Mi-La-Do-Re intervals
2.6R	Read the musical alphabet and notate its placement on the treble clef
2.7R	Read notation using the soprano recorder:
		B-A-G


2.1C	Improvise pentatonic melodies

Strand 3: Harmony

3.3M Move to illustrate three-part rounds

3.1S Sing to illustrate tonality differences including

chord changes

3.3S Sing three-part rounds

3.1L Listen to tonality differences including

chord changes

3.3L Listen to two-part rounds/canon

3.2P Play two- and three-part rounds

3.3P Play a two-part rhythmic score

3.1R Read rhythmic and melodic ostinati patterns

3.2R Read two- and three-part rounds

3.3R Read a two-part rhythmic score

Strand 4: Form

4.3M Move to illustrate rondo form (ABACA’) (A’ has coda atend of A)

4.4M Move to illustrate AABA form

4.4S Speak and sing to illustrate rondo form

4.5S Speak and sing to illustrate the interlude

4.6S Speak and sing to illustrate AABA form

4.4L Listen to rondo form

4.5L Listen to interludes

4.6L Listen to AABA form

4.5P Play to illustrate the interlude

4.3R Read and notate introductions and cods

4.4R Read and notate rondo form

4.5R Read and notate interludes

4.3C Create introductions and codas

4.4C Create rondo form

4.5C Create interludes

4.6C Create AABA form

Strand 5: Expressive Qualities

5.5L Listen to the orchestral Recorder family

5.2R Read and notate the following symbols:

piano (p), forte (f), fermata ( )

pianissimo (pp), fortissimo (ff)

tie ( ), first and second endings

Developmental Experiences

Strand 1: Rhythm

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

triple meter 3/4

1.2M Move to patterns using the following rhythmic values:


1.1S	Speak the pulse/beat of duple meter
		triple 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
		triple 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 2: Melody

2.1M Move to illustrate melodic direction

2.2M Move to illustrate high/low contrasts

2.1S Demonstrate vocal tone production

2.2S Sing the following Kodally melodic patterns:

Sol-Mi-La (add Do-Re)

Sol-Mi-La-Do-Re (Do’)

2.3S Sing a variety of repertoire in cultural/historical context including:

		singing games, cumulative, patriotic, seasonal, multicultural, and folk songs
2.6S	Sing to illustrate melodic contour
2.7S	Sing skips/steps/repeats


2.1L	Listen to the following melodic patterns:
		Sol-Mi-La (add Do-Re)
		Sol-Mi-La-Do-Re (Do’)
2.4L	Listen to melodic contour
2.5L	Listen to skips/steps/repeats

Strand 2: Melody (continued)

2.1P Play the following melodic patterns:

Sol-Mi

Sol-Mi-La

2.2P Explore the relationship between the size of the sound source/instrument and its pitch

2.1R Read and notate the following melodic patterns:

Sol-Mi, Sol-Mi-La

Sol-Mi, Sol-Mi-La, Sol-Mi-Do, Mi-Re-Do

2.2R Read and notate melodic direction

2.3R Read and notate high/low contrasts

2.4R Read and notate melodic contour

2.5R Read and notate skips/steps/repeats

2.1C Explore songs in a limited range

Sol-Mi-La melodies

Improvise Sol-Mi-La-Do-Re melodies

Strand 3: Harmony

3.1M Move to illustrate tonality differences including

major/minor

chord changes

3.2M Move to illustrate ostinati patterns including body percussion

3.3M Move to illustrate two-part rounds

3.1S Sing to illustrate tonality differences including

major/minor

3.2S Speak a rhyme with a teacher/accompanied ostinato

Speak a rhyme with one ostinato

3.3S Sing two-part rounds

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

3.6P Play the broken bordun

3.1C Create ostinati patterns

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 difference 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

4.3S Speak and sing to illustrate the introduction and coda

Strand 4: Form (continued)

4.1L Listen to the phrase

Listen to same and different phrases

4.2L Listen to the difference between A and B sections

ABA

4.3L Listen to introductions and codas

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

4.3P Play to illustrate the introduction and coda

4.1R Read and notate the phrase

Read and notate same and different phrases

4.2R Read and notate AB form

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

5.4M 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

5.1R Read and notate instrument symbols

5.2R Read and notate the following symbols:

double bar (||), repeat sign (:|)

single bar (|)

5.1C Create to illustrate contrasts in tempo

5.2C Create to illustrate contrasts in dynamics

5.3C Create to illustrate contrasts in timbre

Mastery Experiences

Strand 2: Melody

2.2S Sing songs in a limited range

Sing the following Kodally melodic patterns:

Sol-Mi, Sol-Mi-La

2.4S Sing to illustrate melodic direction

2.5S Sing to illustrate high/low contrasts

2.1L Listen to the following melodic patterns:

Sol-Mi, Sol-Mi-La

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

Strand 5: Expressive Qualities

5.2M Move to illustrate contrast in tempo

5.3M Move to illustrate contrasts in dynamics