Arts Education, Grade 1, Music, 2006
1.) Sing songs from various cultures and countries within an age-appropriate vocal range, using clear vocal tones.
• Singing short melodic passages that indicate upward and downward movement in a melody
Example: singing "Hot Cross Buns"
• Singing expressively using appropriate dynamics and tempo
Examples: piano (p), forte (f)
• Matching pitch
• Distinguishing between accompanied and unaccompanied songs
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2.) Improvise four-beat melodies using "mi," "re," and "do."
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3.) Demonstrate rhythm patterns by reading quarter notes, quarter rests, paired eighth notes, and half notes, including playing them on various rhythm instruments.
• Clapping repeated rhythm patterns in familiar songs
• Performing accompaniments on pitched or nonpitched percussion instruments using a steady beat
• Improvising a response to a simple rhythmic pattern
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4.) Demonstrate vocal responses to conductor cues for loud and soft.
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5.) Identify melodic direction on the musical staff.
Examples: upward, downward, same
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6.) Identify notes as being line note or space note on a musical staff.
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7.) Identify by sight and sound the difference between a note and a rest.
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8.) Identify musical phrases in a song presented aurally.
Example: "Twinkle, Twinkle, Little Star"
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9.) Use creative movement to express the mood of musical selections.
Examples: skipping happily, tiptoeing when scared
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10.) Identify duple meter as strong-weak beat organization.
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11.) Identify AB form in a musical selection.
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12.) Identify long and short musical sounds.
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13.) Distinguish between low and high sounds produced by voices or instruments.
Examples:
- low pitch--kettle drum, man's voice;
- high pitch--triangle, woman's voice
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14.) Identify the number of lines and spaces on the treble clef staff.
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15.) Describe how vibrations produce musical sounds.
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