Hope Music Program Summary

Concepts:       Music can be loud or soft, “f” means loud, classroom instruments have distinct tone qualities, music moves at different speeds, pitches can be high or low

Songs:             Hope School Song, Hey, Betty Martin, What Do You Hear?, Steady Pass the Pumpkin, Did You Ever See a Squirrel? Be an Action Leader, Mitten Song, Over in the Zoo, What Do You Hear?, The Pawpaw Patch, Baby Bumblebee, See the Stars

Listening:       2nd Movement, Symphony No. 94 by Haydn (Surprise)
                        Slavonic Dance No. 15 in C Major by Dvorak
                        Turtles, from Carnival of the Animals by Saint-Saëns
                        Fleet-Footed Animals, from Carnival of the Animals by Saint- Saëns
                        The Star Story Star and Starfish by M. Sanchez
                        Elephants from Carnival of the Animals by Saint-Saëns
                        The Aquarium from Carnival of the Animals by Saint- Saëns

Activities      Singing, movement, listening to compositions, rhythm sticks, clapping, the
Include:         growly bear story, pumpkin games, worksheets, move to the piano music, balloons, popsicle stick stars

CA- California K-12 Academic Content Standards • Subject: Music • Grade: Kindergarten

ARTISTIC PERCEPTION
Standard 1.2 : Identify and describe basic elements in music (e. g., high/ low, fast/ slow, loud/ soft, and beat).

CREATIVE EXPRESSION
Standard 2.1 : Use the singing voice to echo short melodic patterns.
Standard 2.2 : Sing age-appropriate songs from memory
Standard 2.3 : Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics, and melodic direction.

HISTORICAL AND CULTURAL CONTEXT
Standard 3.4 : Use developmentally appropriate movement in responding to music from various genres and styles (rhythm, melody).

AESTHETIC VALUING
Standard 4.1 : Create movements that correspond to specific music.
Standard 4.2 : Identify, talk about, sing, or play music written for specific purposes (e. g., work song, lullaby).

CONNECTIONS, RELATIONSHIPS & APPLICATIONS   
Standard 5.1 : Use music, together with dance, theatre, and visual arts, for storytelling.

1st GRADE

Concepts:       Music can be loud or soft, louder or softer (p, f, <,  >), music moves at different speeds, sounds produced by different sources have distinctive tone qualities, music moves according to a steady beat, the arrangement of pitches in a melody gives the melody a specific shape (contours), pitches may move by step or leap

Songs:             Hope School Song, I’m a Little Teapot, When Johnny Comes Marching Home, The Mulberry Bush, Steady Pass the Pumpkin, Where Has My Little Dog Gone?, The Barnyard Song, Go In and Out the Window, The Bear Went over the Mountain, Early in the Morning, There Are Many Flags, All the Birds Are Here Again holiday program music

Listening:       American Salute by Gould
                        Russian Dance by Stravinsky

Activities         Singing, movement, rhythm sticks, clapping, drums, pumpkin games and rhythm
 Include:         piece, rhythm instruments, worksheet activities

CA- California K-12 Academic Content Standards • Subject: Music • Grade: Grade One
ARTISTIC PERCEPTION     Standard 1.2 : Identify simple musical forms (e. g., phrase, AB, echo).
CREATIVE EXPRESSION
Standard 2.1 : Sing with accuracy in a developmentally appropriate range.
Standard 2.2 : Sing age-appropriate songs from memory.
Standard 2.4 : Improvise simple rhythmic accompaniments, using body percussion or classroom instruments.
HISTORICAL AND CULTURAL CONTEXT   
Standard 3.1 : Recognize and talk about music and celebrations of the cultures represented in the school population.
Standard 3.4 : Use developmentally appropriate movement in responding to music from various genres, periods, and styles (rhythm, melody, form).
AESTHETIC VALUING 
Standard 4.1 : Create movements to music that reflect focused listening.
Standard 4.2 : Describe how ideas or moods are communicated through music.

Concepts:    Music has a melodic shape, Music has rhythmic units (ta, ti-ti, ta-ah, rest), Music has dynamics (p, f, mf, <,  >) Phrases can be legato, some phrases or notes can be staccato, solfege syllables (do re me…) and sight singing

Songs:             Hope School Song, All the Pretty Little Horses, Come Here, Come Here, Steady Pass the Pumpkin, Sakura, America the Beautiful, Pop Goes the Weasel, Deck the Hall, Jingle Bells, Pat-A-Pan

Listening:       The Sleigh Ride by L. Mozart
                        March from Little Suite by J.S. Bach
                        Choral from Little Suite by J.S. Bach
                        Musette from Little Suite by J.S. Bach
                        Shoemaker Song with the Shenanigans
                        Variations on Pop Goes the Weasel by Cailliet

Activities  Singing, movement, rhythm sticks, clapping, walking game, dynamic card partner game,
Include:      rhythm card passing game, yarn phrases, tempo composition, dredyl game

CA- California K-12 Academic Content Standards • Subject: Music • Grade: Grade Two

ARTISTIC PERCEPTION

Standard 1.1 : Read, write, and perform simple rhythmic patterns, using eighth notes, quarter notes, half notes, and rests.
Standard 1.4 : Identify simple musical forms, emphasizing verse/ refrain, AB, ABA.

CREATIVE EXPRESSION

Standard 2.1 : Sing with accuracy in a developmentally appropriate range.
Standard 2.2 : Sing age-appropriate songs from memory.

HISTORICAL AND CULTURAL CONTEXT 

Standard 3.2 : Sing and play simple songs and singing games from various cultures.

AESTHETIC VALUING

Standard 4.2 : Create developmentally appropriate movements to express pitch, tempo, form, and dynamics in music.
Standard 4.3 : Identify how musical elements communicate ideas or moods.

Concepts:       Music can be relatively loud or soft (mp, mf), Music has rhythmic units (ta, ti-ti, ta-ah, rest), Music has dynamics (p, f, mf, <,  >), Music moves at different speeds (accelerando, ritardando), solfege syllables (do re me…) and sight singing, music has different textures (monophonic, homophonic, polyphonic), the distance between two pitches is an interval, (unison, second, third, fifth, octave)
[;
Songs:    Hope School Song, Michael Finnegan, Old Texas, O, Hanukkah, Pat-a-Pan, Froggie Went A-Courtin’, Train Comes Along

Listening:    Sunrise from Grand Canyon Suite by Grofé

Activities   Singing, movement, creating sunrise composition, rhythm sticks, clapping, worksheets,
Include:       walking game, partner clapping game on Michael Finnegan, dynamics and other terms partner practice activity, identify intervals, make intervals on the staff, creating texture compositions on xylophones, dredyl game

CA- California K-12 Academic Content Standards • Subject: Music • Grade: Grade Three

ARTISTIC PERCEPTION

Standard 1.1 : Read,write,and perform simple rhythmic patterns, using, eighth notes,quarter notes, half notes, dotted half notes,whole notes,and rests.

Standard 1.2 : Read, write, and perform pentatonic patterns, using solfege.
Standard 1.3 : Identify melody, rhythm, harmony, and timbre in selected pieces of music when presented aurally
Standard 1.4 : Identify visually and aurally the four families of orchestral instruments and male and female adult voices.
Standard 1.6 : Identify simple musical forms (e. g., AABA, AABB, round).

CREATIVE EXPRESSION

Standard 2.1 : Sing with accuracy in a developmentally appropriate range.
Standard 2.2 : Sing age-appropriate songs from memory, including rounds, partner songs, and ostinatos.
Standard 2.3 : Play rhythmic and melodic ostinatos on classroom instruments

AESTHETIC VALUING

Standard 4.2: Create developmentally appropriate movements to express pitch, tempo, form, and dynamics.

Concepts:       Music has pitch, music notation (staff, time signature, simple rhythms, note reading (G, A, B),
                        clefs, How to play the soprano recorder along with the history and sizes of recorders, counting and following notes and rhythms throughout a composition, music has rhythmic patterns, how to read a piece of music with multiple verses, two songs sung simultaneously are called partner songs, proper breathing and vocal techniques as well as diction

Songs:             Hope School Song, Winter Fantasy, Bohemne, Action Leader

Listening:       The Train from Caipira by Villa Lobos

Activities        
Include:          Singing, movement, playing the recorder, worksheets, and choral warm-ups

CA- California K-12 Academic Content Standards • Subject: Music • Grade: Grade Four
ARTISTIC PERCEPTION                           Sub-Strand 1.0: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music
                                                            Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.
                                                            Concept : Read and Notate Music
                                                            Standard 1.3: Read, write, and perform rhythmic notation, including sixteenth notes, dotted notes, and syncopation (e.g., eighth/quarter/eighth and eighth rest/quarter/eighth note).
CREATIVE EXPRESSION                          Sub-Strand 2.0: Creating, Performing, and Participating in Music.  Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.
                                                            Concept : Apply Vocal and Instrumental Skills
                                                            Standard 2.1 : Sing a varied repertoire of music from diverse cultures, including rounds, descants, and songs with ostinatos, alone and with others.
                                                            Concept : Compose, Arrange, and Improvise
                                                            Standard 2.3: Compose and improvise simple rhythmic and melodic patterns on classroom instruments.

BAND: The Band students are learning how to play their instruments and at the same time learning how to read music.  We are spending time teaching them how to practice at home and how to maintain a weekly practice record.  They are working on basic quarter, eighth, and half note rhythms and rests. We are preparing for the March 5, 2008 concert at the Hope Media Center. (Mr. Ryker, Mr. Toro, Mrs. Wadleigh)

STRINGS: The Strings class has been working hard from the start on learning the correct posture and position for producing a good tone.  This includes the positioning of their instruments as well as the proper bow hold.  They have been working on the D major scale in different rhythms and short songs on the D and A strings, while also learning to recognize notes in the staff and their different values.  We are preparing for the March 5, 2008 concert at the Hope Media Center. (Ms. Marisol Padilla)

MUSIC & MORE:  Students are refreshing their recorder skills, learning music notation through games and activities, writing stories to music selections weekly in a journal, starting to learn about song writing, singing and learning how to read a music score, and listening to music and studying its form.

HOPE HANDBELL ENSEMBLE

This is a select ensemble open to students in grades 5.  Students are learning the proper techniques for ringing handbells.  They develop note-reading skills and learn how to play together.  In December they performed at school assemblies, in the Westfield Camino Real Mall, and at a local retirement home.  (Mrs. Sharon Evans)  

CA- California K-12 Academic Content Standards • Subject: Music • Grade: Grade Five

ARTISTIC PERCEPTION  
Standard 1.3: Read, write, and perform rhythmic notation, including quarter-note triplets and tied syncopation.
Standard 1.4: Analyze the use of music elements in aural examples from various genres and cultures.

CREATIVE EXPRESSION     
Standard 2.1: Sing a varied repertoire of music, including rounds, descants, and songs with ostinatos and songs in two-part harmony, by oneself and with others.
Standard 2.3: Compose, improvise, and perform basic rhythmic, melodic, and chordal patterns independently on classroom instruments.

AESTHETIC VALUING    
Standard 4.1: Identify and analyze differences in tempo and dynamics in contrasting music selections.
Standard 4.2: Develop and apply appropriate criteria to support personal preferences for specific musical