WPSElementaryMusicCurriculumFinal

Form Expression CREATE Create and play patterns using loud/quiet or icon rhythms Improvise melodies (vocal, instrumental, and electronic) Timbre Tracey Wygal, Frederick Douglass Elementary School Lindsay Edwards, Garland R. Quarles Elementary School Terry Harrison, John Kerr Elementary School Sarah Stratton-Huntoon, Virginia Avenue Charlotte DeHart Elementary School *Inspired by Virginia 2020 Music SOLs, National Music Standards, Elements of Music, and MusicPlay, updated November 2023 Explore high, middle, or low sounds Explore how melodies go up, down, or stay the same Identify and perform Loud and quiet Fast and slow Smooth/separated (legato/staccato) Identify and use speaking, whispering, calling and singing voices Identify and use many classroom instruments when I see them or hear them Identify and use woods, metals, shakes/scrapes, drums CONNECT Listen to music and sing songs, and explore the places they are from Move to and play a steady beat Explore rhythmic patterns and notation Tell if phrases are the same or different Move to show phrases or contrasting sections of music Pre-Kindergarten Elementary Music Curriculum Winchester Public Schools VA beat, rhythm, high/low, loud/quiet, fast/slow, smooth/separated (legato/staccato), woods, metals, shakes/scrapes, drums, solo/group (ensemble), repeat Vocabulary Beat and Rhythm Pitch PERFORM Sing, move, and play instruments Perform rhythmic patterns and notation RESPOND Tell or show with movement how music makes me feel Identify and use speaking, whispering, calling and singing voices Identify and use many classroom instruments when I see them or hear them Identify and use woods, metals, shakes/scrapes, drums Expression Form Tracey Wygal, Frederick Douglass Elementary School Lindsay Edwards, Garland R. Quarles Elementary School Terry Harrison, John Kerr Elementary School Sarah Stratton-Huntoon, Virginia Avenue Charlotte DeHart Elementary School *Inspired by Virginia 2020 Music SOLs, National Music Standards, Elements of Music, and MusicPlay, updated November 2023 beat, rhythm, high/low, loud/quiet, fast/slow, smooth/separated (legato/staccato), woods, metals, shakes/scrapes, drums, solo/group (ensemble), repeat, composer, musician, conductor Timbre CREATE Create and play patterns using loud/quiet or icon rhythms Improvise melodies (vocal, instrumental, and electronic) Explore high, middle, or low sounds Explore how melodies go up, down, or stay the same Pitch Tell if phrases are the same or different Move to show phrases or contrasting sections of music Beat and Rhythm Vocabulary Move to and play a steady beat Explore rhythmic patterns and notation RESPOND Tell or show with movement how music makes me feel Identify and perform Loud and quiet Fast and slow Smooth/separated (legato/staccato) CONNECT Listen to music and sing songs, and explore the places they are from Kindergarten Elementary Music Curriculum Winchester Public Schools VA PERFORM Sing, move, and play instruments Perform rhythmic patterns and notation Identify and perform Loud and quiet Fast and slow Smooth/separated (legato/staccato) Identify and use speaking, whispering, calling and singing voices Identify and use many classroom instruments when I see them or hear them Identify and use woods, metals, shakes/scrapes, drums CREATE Create and play patterns using loud/quiet or icon rhythms Improvise melodies (vocal, instrumental, and electronic) PERFORM Sing, move, and play instruments Perform rhythmic patterns and notation As an audience member, I can be a good listener Tell if phrases are the same or different Move to show phrases or contrasting sections of music Vocabulary RESPOND Tell or show with movement how music makes me feel Timbre CONNECT Listen to music and sing songs, and explore the places they are from Explore historical and cultural music Form Explore high, middle, or low sounds Explore how melodies go up, down, or stay the same Sing, read, and write these solfeggio pitches: mi sol la Match pitch within an appropriate range Expression Move to and play a steady beat Identify when there is: one sound on a beat two sounds on a beat no sounds on a beat Read rhythms including these symbols: Beat and Rhythm Tracey Wygal, Frederick Douglass Elementary School Lindsay Edwards, Garland R. Quarles Elementary School Terry Harrison, John Kerr Elementary School Sarah Stratton-Huntoon, Virginia Avenue Charlotte DeHart Elementary School *Inspired by Virginia 2020 Music SOLs, National Music Standards, Elements of Music, and MusicPlay, updated November 2023 Pitch beat, rhythm, high/low, loud/quiet, fast/slow, smooth/separated (legato/staccato), woods, metals, shakes/scrapes, drums, solo/group (ensemble), repeat, composer, musician, conductor First Grade Elementary Music Curriculum Winchester Public Schools VA Pitch Second Grade Elementary Music Curriculum Winchester Public Schools VA CONNECT Explore historical and cultural music Tracey Wygal, Frederick Douglass Elementary School Lindsay Edwards, Garland R. Quarles Elementary School Terry Harrison, John Kerr Elementary School Sarah Stratton-Huntoon, Virginia Avenue Charlotte DeHart Elementary School *Inspired by Virginia 2020 Music SOLs, National Music Standards, Elements of Music, and MusicPlay, updated November 2023 dynamics, tempo, piano/forte, largo/presto, woodwind, brass, strings, percussion, staff, measure, quarter note, paired eighth notes, half note, whole note, quarter rest, half rest, whole rest Explore beats in groups of 2, 3, and 4 Read rhythms including these symbols: Use a counting system to read rhythms Timbre Beat and Rhythm PERFORM Sing, move, and play instruments Perform rhythmic patterns and notation As an audience member, I can be a good listener CREATE Improvise, create, and play patterns using loud/quiet or icon rhythms Improvise melodies (vocal, instrumental, and electronic) Show phrase form and tell if the phrases are the same or different Identify these forms: AB ABA Expression Identify and/or perform Qualities of music including dynamics and tempo Legato and staccato Mood of music and how expression helps the listener to know what it's about Identify and use speaking, whispering, calling and singing voices; adult and children's voices Identify classroom instruments, body percussion Name and identify woodwind, brass, percussion, and string families Form Explore high, middle, or low sounds Explore how melodies go up, down, or stay the same Sing, read, and write these solfeggio pitches: do re mi sol la Match pitch within an appropriate range RESPOND Tell or show how music makes me feel New Vocabulary Beat and Rhythm CREATE Improvise, create, and play patterns using loud/quiet or icon rhythms Improvise melodies (vocal, instrumental, and electronic) Sing, read, and write these solfeggio pitches: do re mi fa sol la ti do Match pitch within an appropriate range Identify notes in the treble clef using letter names: A B C D E F G Expression Third Grade Elementary Music Curriculum Winchester Public Schools VA allegro, step, leap, round/canon, posture, rondo, timbre, time signature (meter), tempo, form, eighth note, barred sixteenth notes, dotted half note, eighth rest RESPOND Tell or show how music makes me feel Tracey Wygal, Frederick Douglass Elementary School Lindsay Edwards, Garland R. Quarles Elementary School Terry Harrison, John Kerr Elementary School Sarah Stratton-Huntoon, Virginia Avenue Charlotte DeHart Elementary School *Inspired by Virginia 2020 Music SOLs, National Music Standards, Elements of Music, and MusicPlay, updated November 2023 Explore beats in groups of 2, 3, and 4 Read rhythms including these symbols: Use a counting system to read rhythms New Vocabulary Timbre Identify and classify classroom instruments by sight and sound Describe the families of instruments in the orchestra: woodwind, brass, strings, percussion Explore vocal tone quality Identify and/or perform Wide range of tempos, dynamics, and articulation Vocal and instrumental music with expression CONNECT Explore historical and cultural music Form PERFORM Sing, move, and play instruments Perform rhythmic patterns and notation As an audience member, I can describe and demonstrate good performance and concert etiquette Pitch Identify and explain examples of musical form, including rondo Beat and Rhythm Pitch Tracey Wygal, Frederick Douglass Elementary School Lindsay Edwards, Garland R. Quarles Elementary School Terry Harrison, John Kerr Elementary School Sarah Stratton-Huntoon, Virginia Avenue Charlotte DeHart Elementary School *Inspired by Virginia 2020 Music SOLs, National Music Standards, Elements of Music, and MusicPlay, updated November 2023 Expression RESPOND Tell or show how music makes me feel New Vocabulary CONNECT Explore historical and cultural music Define and use repeat signs Use and create rhythmic and melodic ostinato Sing, read, and write these solfeggio pitches: do re mi fa sol la ti do Match pitch within an appropriate range Identify notes in the treble clef using letter names: A B C D E F G Understand, read and conduct music in 2/4, 3/4, and 4/4 Read rhythms including these symbols: Use a counting system to read rhythms Form Timbre CREATE Improvise, create, and play patterns using loud/quiet or icon rhythms Improvise melodies (vocal, instrumental, and electronic) Identify and/or perform Wide range of tempos, dynamics, and articulation Vocal and instrumental music with expression intonation, harmony, articulation, major, minor, band, choir, subdivision Identify and classify classroom and orchestral instruments Identify and use Orff instruments Identify and play instruments that are available in the music program Explore vocal tone quality Fourth Grade Elementary Music Curriculum Winchester Public Schools VA PERFORM Sing, move, and play instruments Perform rhythmic patterns and notation As an audience member, I can describe and demonstrate good performance and concert etiquette