1st Grade Quarter 1 Checklist Class Name: ___________________________________

School Year: ___________________________________

Through kinetic participation, observation, and listening students will become familiar with basic elements of music:

rhythm, melody, harmony, form, dynamics, and timbre

Elements of Music

________ Recognize a steady beat; moving to a beat; play a steady beat; recognize accents

________ Move responsively to music (marching, walking, hopping, swaying, etc.)

________ Recognize short and long sounds

________ Discriminate between Fast and Slow tempo

________ High and Low pitches

________ Loud and Quiet dynamics (volume)

________ Understand that melody can move up or down

________ Hum the melody while listening to music

________ Echo short rhythms and melodic patterns

________ Play simple rhythms and melodies

________ Recognize like and unlike phrases

________ Recognize that music has timbre or tone color

________ Sing in unison, both accompanied and unaccompanied

________ Recognize basic music notation:

________ Whole Note

________ Half Note

________ Quarter Note

________ Quarter Rest

Student Vocabulary

________ Accent: stress or emphasis

________ Beat: a constant pulse that can be felt underneath a whole piece of music

________ Chorus: the refrain or a part of a song that repeats in intervals

________ Duration: the length of time something continues

________ Notation: a way of representing sounds on paper

________ Pitch: a specific vibration of sound

________ Rhythm: an element of music that deals with the way songs are organized through time

________ Scale: 8 notes going up or down by step

________ Staff: the five horizontal lines and four horizontal spaces upon which music is written

________ Timbre: specific characteristic of a sound, musical instrument or voice

________ Tone Color: (same as timbre) the quality of sound that distinguishes one voice or musical instrument

from another

Songs

________ America the Beautiful

________ Billy Boy

________ Dry Bones

________ For He’s a Jolly Good Fellow

________ Frere Jacques

________ La Cucaracha

________ Make New Friends

________ Oh Dear, What Can the Matter Be

________ Oh Susanna

2nd Grade Quarter 1 Checklist Class Name: ___________________________________

School Year: ___________________________________

Through kinetic participation, observation, and listening students will become familiar with basic elements of music:

rhythm, melody, harmony, form, dynamics, and timbre

Elements of Music:

Through participation, become familiar with basic elements of music (rhythm, melody, harmony, form,timbre, etc.). __________Recognize a steady beat, accents, and the downbeat; play a steady beat. __________Move responsively to music (marching, walking, hopping, swaying, etc.). __________Recognize short and long sounds. __________Discriminate between fast and slow; gradually slowing down and getting faster. __________Discriminate between differences in pitch: high and low. __________Discriminate between loud and quiet; gradually increasing and decreasing volume. __________Understand that melody can move up and down. __________Hum the melody while listening to music. __________Echo short rhythms and melodic patterns. __________Play simple rhythms and melodies. __________Recognize like and unlike phrases. __________Recognize timbre (tone color). __________Sing unaccompanied, accompanied, and in unison. __________Recognize verse and refrain. __________Recognize that musical notes have names. __________Recognize a scale as a series of notes. __________Sing the C major scale using “do re mi” etc.

STUDENT VOCABULARY

__________Beat: the steady pulse that can be felt during a piece of music __________C Major Scale: an important scale found on the white keys of the piano, from one C to

the next C __________Chorus: the section of a song that is usually repeated, also called the refrain __________Clef: a symbol in the written music placed at the beginning of each staff to indicate the

pitches of the notes __________Downbeat: the first and strongest beat of every measure of music __________Half rest: two beats of rest or silence (in 4/4 meter) __________Melody: single pitches played one after another in a pattern __________Notation: a way of representing sounds on paper __________Note: a written of symbol of musical sound __________Pitch: the specific vibration of a sound __________Quarter rest: one beat of rest or silence (in 4/4 time) __________Refrain: the section of a song that is usually repeated, also called the chorus __________Rhythm: the pattern of long and short note values in the music __________Scale: 8 notes going up or down by step __________Staff: the five horizontal lines upon which music is written __________Timbre: tone color and quality or a musical instrument or voice

__________Treble clef: a symbol that, when placed on the staff, indicates that the lines of the staff from bottom to top will represent E,G,G,D and F

__________Verse: a set of lyrics that tell the story of a song; unlike the chorus (or refrain), the verses generally differ from stanza to stanza

__________Whole rest: four beats of rest or silence (in 4/4 meter)

Songs

________Buffalo Gals ________Do-Re-Mi ________Swing Low Sweet Chariot ________This Land Is Your Land ________When Johnny Comes Marching Home ________ ______________________________

________ ______________________________

________ ______________________________

________ ______________________________

3rd Grade Quarter 1 Checklist Class Name: ___________________________________ School Year: ___________________________________ Through kinetic participation, observation, and listening students will become familiar with basic elements of music: rhythm, melody, harmony, form, dynamics, and timbre Elements of Music ______ Recognize a steady beat, accents, and the downbeat; play a steady beat. ______ Move responsively to music. ______ Recognize short and long sounds. ______ Discriminate between fast and slow; gradually slowing down and getting faster. ______ Discriminate between differences in pitch: high and low. ______ Discriminate between loud and quiet; gradually increasing and decreasing volume. ______ Understand that melody can move up and down. ______ Hum the melody while listening to music. ______ Echo short rhythms and melodic patterns. ______ Play simple rhythms and melodies. ______ Sing unaccompanied, accompanied, and in unison. ______ Recognize harmony; sing rounds. ______ Recognize verse and refrain. ______ Continue work with timbre and phrasing. ______ Review names of musical notes; scale as a series of notes; singing the C major scale using “do re mi” etc.

Understand the following notation: ______names of lines and spaces in the treble clef, ______treble clef, ______staff, ______bar line, ______double bar line ______measure ______repeat signs ______whole note

______half note ______quarter note ______eighth note ______whole rest ______half rest ______quarter rest ______time signature ______dynamics

Songs ______ Alouette ______ America (“My country, ’tis of thee”) ______ Down in the Valley ______ Hey, Ho, Nobody Home (round) ______ Li’l Liza Jane ______ My Bonnie Lies Over the Ocean ______ Polly Wolly Doodle ______ Simple Gifts (“Tis a gift to be simple”) ______ You’re a Grand Old Flag Student Vocabulary ______ Bar ______ Bar line ______ Beat ______ C-Major Scale ______ Chorus ______ Clef ______ Downbeat ______ Dynamics ______ Flag

______ Half rest ______ Harmony ______ Measure ______ Melody ______ Meter ______ Notation ______ Note ______ Pianissimo ______ Fortissimo

______ Piano ______ Forte ______ Pitch ______ Quarter rest ______ Refrain ______ Repeat sign ______ Rhythm ______ Scale ______ Staff

______ Timbre ______ Time signature ______ Verse ______ Whole rest

4th Grade Quarter 1 Checklist Class Name: ___________________________________ School Year: ___________________________________ Through kinetic participation, observation, and listening students will become familiar with basic elements of music: rhythm, melody, harmony, form, dynamics, and timbre ______ Recognize a steady beat, accents, and the downbeat; play a steady beat and a simple rhythm pattern. ______ Discriminate between fast and slow; gradually slowing down and getting faster. ______ Discriminate between differences in pitch: high and low. ______ Discriminate between loud and quiet; gradually increasing and decreasing volume. ______ Understand legato (smoothly flowing progression of notes) and staccato (crisp, distinct notes). ______ Sing unaccompanied, accompanied, and in unison. ______ Recognize harmony; sing simple rounds and canons. ______ Recognize verse and refrain; also, introduction and coda. ______ Continue work with timbre and phrasing. ______ Recognize theme and variations, and listen to Mozart, Variations on “Ah! vous dirai-je Maman”

(familiarly known as “Twinkle Twinkle Little Star”). ______ Sing or play simple melodies. Understanding the following notation: ______ treble clef note names ______ middle C ______ treble clef, ______ staff ______ bar line, ______ double bar line ______ measure ______ repeat signs

______ whole note ______ half note ______ quarter note ______ eighth note ______ whole rest ______ half rest ______ quarter rest ______ tied and dotted notes

______ sharps ______ flats ______ Da capo ______ al fine ______ time signature, ______ common time, ______ dynamics

Songs ______ Auld Lang Syne ______ Blow the Man Down ______ Cockles and Mussels ______ Comin’ Through the Rye ______ I Love the Mountains (round) ______ Loch Lomond ______ My Grandfather’s Clock ______ Taps

______ The Yellow Rose of Texas ______ Waltzing Matilda Songs of the U.S. Armed Forces: ______ Air Force Song ______ Anchors Aweigh ______ The Army Goes [Caissons Go] Rolling Along ______ The Marine’s Hymn

Student Vocabulary: ______ Accent ______ Accidental ______ Bar ______ Bar line ______ Beat ______ C-Major Scale ______ Canon ______ Chorus ______ Clef ______ Coda ______ Dotted Note ______ Downbeat ______ Dynamics ______ Flag ______ Flat ______ Form ______ Half rest ______ Harmony

______ Introduction ______ legato ______ Measure ______ Melody ______ Meter ______ mezzo forte ______ forte ______ fortissimo ______ Middle C ______ Notation ______ Note ______ Phrase ______ piano ______ mezzo piano ______ pianissimo ______ Pitch ______ Quarter rest ______ Refrain

______ Repeat sign ______ Rhythm ______ Round ______ Scale ______ Sharp ______ stacatto ______ Staff ______ Tempo ______ Theme ______ Theme and Variations ______ Tie ______ Treble clef ______ Timbre ______ Time signature ______ Verse ______ Whole rest

5th and 6th Grade Quarter 1 Checklist Class Name: ___________________________________ School Year: ___________________________________ Through kinetic participation, observation, and listening students will become familiar with basic elements of music: rhythm, melody, harmony, form, dynamics, and timbre Elements of Music ______ Recognize a steady beat, accents, and the downbeat ______ Play a steady beat, a simple rhythm pattern, simultaneous rhythm patterns, and syncopation patterns. ______ Discriminate between fast and slow; gradually slowing down and getting faster; accelerando and ritardando. ______ Discriminate between differences in pitch: high and low. ______ Discriminate between loud and quiet; gradually increasing and decreasing volume; crescendo and

decrescendo. ______ Understand legato (smoothly flowing progression of notes) and staccato (crisp, distinct notes). ______ Sing unaccompanied, accompanied, and in unison. ______ Recognize harmony; sing rounds and canons; two and three-part singing. ______ Recognize introduction, interlude, and coda in musical selections. ______ Recognize verse and refrain. ______ Continue work with timbre and phrasing. ______ Recognize theme and variations. ______ Sing or play simple melodies while reading scores. Understand the following notation and terms: ______ treble clef note names ______ middle C ______ treble clef ______ staff, bar line ______ double bar line ______ measure ______ repeat signs ______ whole note

______ half note ______ quarter note ______ eighth note ______ whole rest ______ half rest ______ quarter rest ______ eighth rest ______ grouped sixteenth notes

______ tied and dotted notes ______ sharps ______ flats ______ Da capo ______ al fine ______ meter signature ______ common time ______ dynamics

Songs

______ Battle Hymn of the Republic

______ Danny Boy

______ Dona Nobis Pacem (round)

______ God Bless America

______ Greensleeves

______ The Happy Wanderer

______ Havah Nagilah

______ If I Had a Hammer

______ Sakura

______ Shenandoah Student Vocabulary: ______ accelerando ______ Accent ______ Accidental ______ Bar ______ Bar line ______ Beat ______ C-Major Scale ______ Canon ______ Chorus ______ Clef ______ Coda ______ Common time ______ crescendo ______ decrescendo ______ Dotted Note

______ Downbeat ______ Dynamics ______ Flag ______ Flat ______ Form ______ Half rest ______ Harmony ______ Interlude ______ Introduction ______ Legato ______ Measure ______ Melody ______ Meter ______ mezzo forte ______ forte

______ fortissimo ______ Note ______ Phrase ______ Piano ______ mezzo piano ______ pianissimo ______ Pitch ______ Quarter rest ______ Refrain ______ Repeat sign ______ Rhythm ______ ritardando ______ Round ______ Scale ______ Sharp

______ stacatto ______ Staff ______ Syncopation ______ Tempo ______ Theme ______ Theme and Variations ______ Tie ______ Treble clef ______ Timbre ______ Time signature ______ Treble Clef ______ Variation ______ Verse ______ Whole rest

Kindergarten Quarter 1 Checklist Class Name: ___________________________________

School Year: ___________________________________

Through kinetic participation, observation, and listening students will become familiar with basic elements of music:

rhythm, melody, harmony, form, dynamics, and timbre

Elements of Music

________ Recognize and begin to play a steady beat

________ Recognize accented and unaccented steady beats

________ Move responsively to music (marching, walking, hopping, swaying, etc.)

________Recognize short and long sounds

________Discriminate between: Fast and Slow tempo, High and Low pitches, Loud and Quiet dynamics (volume)

________ Recognize that some phrases are the same, and some are different

________ Sing in unison, both accompanied and unaccompanied

Student Vocabulary

________ Beat: a constant pulse that can be felt underneath a whole piece of music

________ Chorus: the refrain or a part of a song that repeats in intervals

________ Pitch: a specific vibration of sound

________ Rhythm: an element of music that deals with the way songs are organized through time

Songs

________ The Bear Went Over the Mountain

________ BINGO

________ The Farmer in the Dell

________ Here We Go Round the Mulberry Bush

________ Hush Little Baby

________ If You’re Happy and You Know It

________ Old MacDonald Had a Farm

________ This Old Man

________ The Wheels on the Bus