MUSIC CLASS
INDICATORS
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FIRST
1 To perceive different sounds increasing the listening range.
1 To identify degrees 5, 3 and 6 from the major diatonic scale aurally.
2 To identify degrees 5, 3, 6 and 1 from the major diatonic scale aurally.
3 To identify degrees 5, 3, 6, 1 and 2 from the major diatonic scale aurally.
4 To listen attentively to selected songs.
5 To identify the musical form A-B
6 To recognize the quarter note and its equivalent rest.
7 To recognize the two eighth note pattern.
8 To recognize the half note and its equivalent rest.
9 To recognize the strong beat of duple and triple meter rhythms.
2 To develop adequate singing skills.
1 To maintain awareness of good postural and breathing habits.
2 To sing degrees 5, 3 and 6 from the major diatonic scale following Kodaly’s hand gestures and body movements.
3 To sing degrees 5, 3, 6 and 1 from the major diatonic scale following Kodaly’s hand gestures and body movements.
4 To sing degrees 1, 3, 5, 6 and 2 from the major diatonic scale following Kodaly’s hand gestures and body movements.
5 To carry out vocalization exercises.
3 To develop basic choral skills.
1 To memorize children's songs.
2 To sing children's songs in an ensemble.
3 To sing in unison without instrumental accompaniment maintaining the right tune.
4 To sing in unison with instrumental accompaniment maintaining the right tune.
5 To sing in unison with the accompaniment of a body rhythmic ostinato maintaining the right tune.
4 To acquire rhythmical sense performing coordinated body movements and playing percussion instruments.
1 To play the strong beat of duple and triple meter rhythms on beat.
2 To follow movement patterns according to different rhythmic elements.
3 To reproduce the quarter note and its equivalent rest.
4 To reproduce the two eighth note pattern.
5 To reproduce the half note and its equivalent rest.
6 To play percussion instruments by repeating rhythmic patterns.
7 To maintain a rhythmic ostinati when performing in an ensemble.
8 To participate in a musical ensemble performing a tuned or non-pitched percussion instrument.
TRANSITION
1 To perceive different sounds increasing the listening range.
1 To listen attentively to selected songs.
2 To discriminate short from long sounds.
3 To recognize fast or slow tempos and tempo changes.
4 To identify degrees 5 and 3 from the major diatonic scale aurally.
5 To identify degrees 5, 3 and 6 from the major diatonic scale aurally.
6 To recognize the strong beat in songs.
7 To recognize the quarter note and its equivalent rest.
8 To recognize the two eighth note pattern.
2 To develop adequate singing skills.
1 To reproduce sounds with good intonation.
2 To maintain awareness of good postural habits.
3 To coordinate singing with movement sequences.
4 To sing degrees 5 and 3 from the major diatonic scale following and using Curwen's hand gestures.
5 To sing degrees 5, 6 and 3 from the major diatonic scale following and using Curwen's hand gestures.
6 To sing degrees 5 and 3 from the major diatonic scale following and using Kodaly's body movements.
7 To sing degrees 5, 6 and 3 from the major diatonic scale following and using Kodaly's body movements.
3 To develop basic choral skills.
1 To memorize children's songs.
2 To perform children songs in an ensemble.
3 To maintain a good intonation while singing in unison without instrumental accompaniment.
4 To maintain a good intonation while singing in unison with instrumental accompaniment.
4 To acquire rhythmical sense performing coordinated body movements and playing percussion instruments.
1 To maintain the strong beat in songs.
2 To follow movement patterns according to different rhythmic elements.
3 To reproduce the quarter note and its equivalent rest.
4 To reproduce the two eighth note pattern.
5 To play percussion instruments by repeating rhythmic patterns.
6 To play tuned percussion instruments developing musical skills.
7 To participate in a musical ensemble performing a tuned or non-tuned percussion instrument on beat.
8 To reproduce fast or slow tempos and tempo changes.
KINDER
1 To perceive different sounds increasing the listening range.
1 To recognize forte and piano dynamics.
2 To discriminate fast from slow tempos.
3 To discriminate timbres within musical examples.
4 To discriminate high from low pitches.
5 To listen attentively to selected songs.
6 To differentiate talking voice from sung voice.
7 To recognize the strong beat in songs.
8 To recognize the beat in songs.
9 To recognize a song's rhythm.
2 To develop adequate singing skills.
1 To use talking voice and sung voice according to the requirements of the the class.
2 To coordinate singing with movement sequences.
3 To maintain awareness of good postural and breathing habits.
4 To produce sounds with good intonation.
5 To learn children's songs.
6 To perform children's songs in an ensemble.
3 To acquire rhythmical sense performing coordinated body movements and playing percussion instruments.
1 To maintain the beat in songs.
2 To maintain the strong beat in songs.
3 To clap and play on a percussion instrument a song's rhythm.
4 To follow body movement patterns according to different rhythmic elements.
5 To play percussion instruments by repeating rhythmic patterns.
6 To play tuned percussion instruments developing musical skills.
7 To play percussion instruments in an ensemble.
Billy Joel
I think music in itself is healing. It's an explosive expression of humanity. It's something we are all touched by. No matter what culture we're from, everyone loves music.