Kindergarten Scope & Sequence

5th Grade Scope & Sequence

5th Grade Scope & Sequence

Initial Experiences

Strand One: Rhythm

1.1M Move to the pulse/beat of mixed meters


1.1S	Speak the pulse/beat of mixed meter
1.2S	Speak patterns using the following rhythmic values:


1.1L	Listen to the pulse/beat of mixed meters
1.2L	Listen to patterns using the following rhythmic values:


1.1P	Play the pulse/beat of mixed meter
1.2P	Play patterns using the following rhythmic values:


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


1.2C	Create using the following rhythmic values

Strand Two: Melody

2.7P	Play with correct fingering and proper tone production on the soprano recorder
		B-A-G-E-D-C’-D’-F-C optional F# and Bb


2.7R	Read notation using the soprano recorder:
		B-A-G-E-D-C’-D’-F-C optional F# and Bb


2.2C	Improvise B-A-G-E-D-C’-D’ - optional F on soprano recorder
	Improvise B-A-G-E-D-C’-D’-F-C optional F# and Bb melodies on soprano recorder

Strand 3: Harmony

3.4S Sing partner songs and simple descants

3.11P Play chord changes (I-VII, I-V, I-IV-V)

3.12P Play descants on soprano recorder

Strand 4: Form

4.5M Move to illustrate theme and variations

4.7S Speak and sing to illustrate theme and variations

4.7L Listen to theme and variations

4.7P Play to illustrate theme and variations

4.7R Read and notate theme and variations

4.7C Create theme and variations

Strand 5: Expressive Qualities

5.2R Read and notate the following symbols:

mezzo piano (mp), mezzo forte (mf)

slur ( ), sharp (#), flat (b)

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:


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


1.2C	Create using the following rhythmic values:

Strand 2: Melody

2.3M Move to illustrate melodic contour

2.1S Demonstrate vocal tone production

2.2S Sing the following Kodally melodic patterns:

Sol-Mi-La-Do-Re-Do’ (add Fa-Ti-Sol-La)

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
2.8S	Sing scale patterns


2.1L	Listen to the following melodic patterns:
		Sol-Mi-La-Do-Re-Do’ (add Fa-Ti-Sol-La)
2.4L	Listen to melodic contour
2.5L	Listen to skips/steps/repeats
2.6L	Listen to scale patterns

Strand 2: Melody (continued)

2.1P Play the following melodic patterns:

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

Sol-Mi-La-Do-Re

2.5P Play skips/steps/repeats

2.6P Play scale patterns

2.7P Play with correct fingering and proper tone production on the soprano recorder

B-A-G-E-D-C’-D’ optional F

2.1R Read and notate the following melodic patterns:

Sol-Mi-La-Do-Re intervals

Sol-Mi-La-Do-Re melodies

2.5R Read and notate skips/steps/repeats

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-E-D-C’-D’ optional F

2.1C Improvise Sol-Mi-La-Do-Re melodies

Improvise pentatonic melodies

2.2C Improvise B-A-G melodies on soprano recorder

Strand 3: Harmony

3.1M Move to illustrate tonality differences including

chord changes

3.2M Move to illustrate ostinati patterns including body percussion

3.3M Move to illustrate two-part rounds

three-part rounds

3.1S Sing to illustrate tonality differences including

major/minor

chord changes

3.2S Speak a rhyme with one ostinato

3.3S Sing two-part rounds

Sing three-part rounds

3.1L Listen to tonality differences including

chord changes

3.2L Listen to ostinati patterns

3.3L Listen to two-part rounds/canon

Listen to three-part rounds

3.1P Play two-measure pitched or unpitched ostinati

3.2P Play two- and three-part rounds

3.3P Play a two-part rhythmic score

Play a rhythmic score with multiple parts

3.4P Play with correct mallet technique

3.5P Play the simple chord bordun

3.6P Play the broken bordun

3.7P Play the crossover bordun

3.8P Play the level bordun

3.9P Play the moving bordun

3.10P Play the tonic accompaniment

3.1R Read rhythmic and melodic ostinati patterns

3.2R Read two- and three-part rounds

3.3R Read a two-part rhythmic score

Read a score with multiple parts

3.1C Create ostinati patterns

Strand 4: Form

4.1M Move to illustrate same and different phrases

4.2M Move to illustrate ABA

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

4.4M Move to illustrate AABA form

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

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

4.2L Listen to the difference between A and B sections

ABA

4.3L Listen to introductions and codas

4.4L Listen to rondo form

4.5L Listen to interludes

4.6L Listen to AABA form

4.2P Play to illustrate the difference between A and B

ABA

4.3P Play to illustrate the introduction and coda

4.4P Play to illustrate rondo form

4.5P Play to illustrate the interlude

4.6P Play to illustrate AABA form

4.2R Read and notate AB form

ABA

4.3R Read and notate introductions and codas

4.4R Read and notate rondo form

4.5R Read and notate interludes

4.6R Read and notate AABA form

4.2C Create A and B sections

ABA

4.3C Create introductions and codas

4.4C Create rondo form

4.5C Create interludes

4.6C Create AABA form

Strand 5: Expressive Qualities

5.1M 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

Recorder family

Strand 5: Expressive Qualities (continued)

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:

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

accent (>), D.C. al Fine

pianissimo (pp), fortissimo (ff)

Crescendo ( ), decrescendo ( )

tie ( ), first and second endings

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 1: Rhythm

1.2M Move to patterns using the following rhythmic values:

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:

1.1R 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

2.2S Sing songs in a limited range

Sing the following Kodally melodic patterns:

Sol-Mi, Sol-Mi-La

Sol-Mi-La (add Do-Re)

Sol-Mi-La-Do-Re (Do’)

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

Sol-Mi-La (add Do-Re)

Sol-Mi-La-Do-Re (Do’)

2.2L Listen to melodic direction

2.3L Listen to high/low contrasts

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

2.3P Play to illustrate melodic direction

2.4P Play to illustrate high/low contrasts

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, Sol-Mi-La

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

Strand 2: Melody (continued)

2.2R Read and notate melodic direction

2.3R Read and notate high/low contrasts

2.4R Read and notate melodic contour

2.7R Read notation using the soprano recorder:

B-A-G

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

3.2S Speak a rhyme with a teacher/accompanied ostinato

3.1L Listen to tonality differences including:

major/minor

Strand 4: Form

4.1M Move to illustrate the feeling of phrase

4.2M Move to illustrate the difference between A and B

4.1S Speak and sing to illustrate the phrase

Speak and sing to illustrate same and different phrases

4.1L Listen to the phrase

Listen to same and different phrases

4.1P Play to illustrate the phrase

Play to illustrate same and different phrases

4.1R Read and notate the phrase

Read and notate same and different phrases

4.1C Create sound accompaniments to show the phrase

same and different phrases

Strand 5: Expressive Qualities

5.2M Move to illustrate contrast in tempo

5.3M Move to illustrate contrasts in dynamics

5.2R Read and notate the following symbols:

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

single bar (|)