Music: Third, Fourth, and Fifth Grades

Who teaches 3 rd, 4 th, and 5th Grade Music at GW Elementary School? Ms. Gruber-general music / Mr. Mastalinski-general music/chorus / Ms. Benjamin-strings/orchestra / Mr. Dwyer- brass, winds, percussion/band Ms. Gruber-general music / Mr. Mastalinski-general music/chorus / Ms. Benjamin-strings/orchestra / Mr. Dwyer- brass, winds, percussion/band

How Often does my child receive music instruction in grades 3,4,and 5? / Students receive two 40 minute periods of instruction taught by a music specialist every cycle.

Music Literacy “Doing Music” Learning “About” Music Developing the Musical Person

1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts and disciplines outside the arts. 9. Understanding music in relation to history and culture. National Standards for Music Education

Grade 3 Music / Students receive class recorder lessons once per cycle. Students present a concert on recorder towards the end of the school year. / Students also receive general music instruction once per cycle. / Students receive class recorder lessons once per cycle. Students present a concert on recorder towards the end of the school year. / Students also receive general music instruction once per cycle.

Chorus at GW / 4 th Grade Chorus meets once per cycle on “E Day” during recess. 5 th Grade Chorus meets once per cycle on “F Day.” There are several performances throughout the school year.

Chorus / The GW chorus performs music representing a variety genres, styles, and languages. Chorus is open to interested students regardless of ability. Consistent attendance and cooperation is required.

In closing…. / “Studying music encourages self- discipline and diligence, traits that carry over into intellectual pursuits and that lead to effective study and work habits... Michael E. DeBakey, M.D., Leading Heart Surgeon, Baylor College of Music

/ 95% of Americans in a 2003 Gallup Poll believe that music is a key component in a child's well-rounded education; three quarters of those surveyed feel that schools should mandate music education. / Gallup Poll, 'American Attitudes Toward Music," 2003 / 95% of Americans in a 2003 Gallup Poll believe that music is a key component in a child's well-rounded education; three quarters of those surveyed feel that schools should mandate music education. / Gallup Poll, 'American Attitudes Toward Music," 2003

“A grounding in the arts will help our children to see; to bring a uniquely human perspective to science and technology. In short, it will help them as they grow smarter to also grow wiser.” - Robert E. Allen – Chairman and Chief Executive Officer, AT&T Corporation

Music: Kindergarten, 1st, and 2nd Grades

Who teaches K, 1st, and 2nd Grade Music at GW? / Ms. Gruber / Mr. Mastalinski / Ms. Gruber / Mr. Mastalinski

How Often does my child receive music instruction ? / K- one 40 minute period on instruction every cycle / 1st- two 40 minute periods of instruction every cycle / 2nd- two 40 minute periods of instruction / K- one 40 minute period on instruction every cycle / 1st- two 40 minute periods of instruction every cycle / 2nd- two 40 minute periods of instruction

Music Literacy “Doing Music” Learning “About” Music Developing the Musical Person

Rhythm: Steady beat, long short, getting faster/slower Melody: Singing/Speaking Voice High/Low Melodic Contour Pitch Awareness & Matching Instruments: Recognize: small percussion and Piano Form: Same/Different Kindergarten

Expression: Listening to music from different Cultures, in different moods, modes and styles Performance: Audience behavior Movement: Move w/ coordination and understanding of patterns: games, dances & finger play Improvise: Simple melodic/rhythmic patterns Integrate: The performing and visual arts Current classroom curriculum Literature: Poems/children ’ s books Expression: Listening to music from different Cultures, in different moods, modes and styles Performance: Audience behavior Movement: Move w/ coordination and understanding of patterns: games, dances & finger play Improvise: Simple melodic/rhythmic patterns Integrate: The performing and visual arts Current classroom curriculum Literature: Poems/children ’ s books

First Grade Rhythm: Rhythm of words or melody Melody: Introduce Solfege skills, Phrase Instruments; Recognize: Percussion: Skin, Metal, Wood, shaken, struck or Rubbed Guitar and Autoharp Rhythm: Rhythm of words or melody Melody: Introduce Solfege skills, Phrase Instruments; Recognize: Percussion: Skin, Metal, Wood, shaken, struck or Rubbed Guitar and Autoharp

Form: Solo/Chorus Expression: Dynamics: Getting louder/softer Performance: Stage behavior Form: Solo/Chorus Expression: Dynamics: Getting louder/softer Performance: Stage behavior

Movement: Hand clapping games, Simple line and circle dances Harmony: Accompaniment/no accomp. Movement: Hand clapping games, Simple line and circle dances Harmony: Accompaniment/no accomp.

2nd Grade Rhythm: Steady beat, strong and weak beats, Rhythm of words or melody, Meter: 2, 3, 4 Instruments: Recognize: Violin, Flute, Clarinet, Trumpet, Bells Guitar, Piano Rhythm: Steady beat, strong and weak beats, Rhythm of words or melody, Meter: 2, 3, 4 Instruments: Recognize: Violin, Flute, Clarinet, Trumpet, Bells Guitar, Piano

Form: Phrases, Verse/Refrain Intro/Coda, AB, ABA Harmony: Ostinato: Vocal and Instrumental Singing in rounds/canons Composition: Create and notate simple Rhythmic and melodic patterns. Form: Phrases, Verse/Refrain Intro/Coda, AB, ABA Harmony: Ostinato: Vocal and Instrumental Singing in rounds/canons Composition: Create and notate simple Rhythmic and melodic patterns.

Our Goals… / Everyone should be able to sing a tune / Everyone should have rhythm in their body / Everyone should feel the expressiveness of music “Have art in Their Heart” / Everyone should be able to sing a tune / Everyone should have rhythm in their body / Everyone should feel the expressiveness of music “Have art in Their Heart”