FIS
Curriculum Document
Elementary and Middle School Music
Mission Statement
The mission of
the Franconian International School is to educate
students in an international environment according to high academic standards
and to create an atmosphere and spirit which respects diverse cultures and
promotes responsible citizenship. The FIS primarily serves the international
community of Nürnberg, Erlangen,
Herzogenaurach, Fürth and Schwabach in northern Bavaria.
Philosophy
The school
provides challenging programs in academics, information technology, sports and
fine arts. Education at the FIS is
viewed as more than just the acquisition of knowledge. It includes inquiry, discovery, application
and creativity as core elements of the learning process.
The Franconian International School accomplishes
its mission by:
·
Providing
well qualified, motivated, caring teachers who support the school’s
mission.
·
Offering
a structured program based on a curriculum which ensures that the students
acquire the skills and techniques necessary to meet the challenges of the
future.
Promoting
a positive and reciprocal relationship with the host nation at the local,
regional and national levels which maximizes the educational opportunities of
living in Germany and Europe.
The Franconian International School will:
§
Grow
with its students one year at a time and ultimately becoming a fully accredited
school, which prepares students for a graduation with the International
Baccalaureate diploma.
It is the aim of
the Franconian International School Music Education
program to:
1.
develop in the students, the understanding an appreciation
of a wide range of different kinds of music, developing and extending their own
interests and increasing their ability to make judgements of musical quality.
2.
enable students to acquire the knowledge, skills, and
understanding to make music, for example in community music-making, and, where
appropriate, to follow a music-related career.
3.
develop in the students the skills, attitudes and attributes
that can support learning in other subject areas and which are needed for life
and work: for example listening skills, the ability to concentrate, intuition,
aesthetic sensitivity, perseverance, self-confidence and sensitivity toward
others.
CONCEPTS - By the end of the year, the average student will understand that:
1. Music may move to a steady beat.
2. Music may move evenly or unevenly.
3. Music is made up of long sounds, short sounds and silences.
4. There are strong and weak beats in music.
5. Long sounds, short sounds and silences may be grouped to form rhythm patterns.
II Melody
1. Sounds may be high or low.
2. A sequence of sounds may move from high to low, low to high, or stay the same.
3. A melody is made up of sounds organized in patterns.
4. Melodies are based on scales: major, minor and pentatonic (5-tone).
1. Two or more sounds can occur simultaneously.
2. Melodies may be accompanied by a harmony.
IV Form
1. Music can be organized into sections – alike or different.
2. A section may be repeated (verse, chorus).
3. Music is organized into phrases.
1. The beat in music may be fast or slow (tempo).
2. Music may be soft (p) or loud (f) (dynamics).
3. Music may express our feelings.
4. Musical instruments have different tonal qualities.
5. The human voice has different tonal qualities.
6. Music reflects our feelings about holidays, seasons and cultural heritage.
7. The words of a song are very important to the understanding of the song (text).
1. Distinguish between environmental sounds: school, home, weather, animals, and machines.
2. Identify and compare sounds (musical and non-musical): high-low, loud-soft, short-long, slow-fast, up-down.
3. Distinguish voice sounds.
4. Distinguish among the sounds of common musical instruments.
5. Be an attentive member of an audience.
6. Understand and appreciate the effect of music that is: high-low, loud-soft, short-long, slow-fast, up-down.
7. Be aware of and enjoy seasonal, holiday and ethnic music.
8. Follow a story told by music.
1. Mime animals, machines and other sounds.
2. Move to the beat in music through walking, running, hopping, galloping and skipping, as appropriate to the psychomotor development of the student.
3. Respond to the beat through action and simple body percussion.
4. Perform simple action songs and singing games.
5. Improvise movement for high-low, loud-soft, short-long, slow-fast.
6. Respond to music through movement in an individual manner.
1. Distinguish between children’s speaking and singing voices.
2. Respond to tone matching and echo games.
3. Respond to hand signs for sol-mi-la.
4. Sing, in tune, rhythmical and melodic songs, singing games and action songs.
5. Experience singing alone and in a group.
6. Sing accurately in unison.
7. Respond appropriately and with confidence to a conductor’s signals.
1. Explore the sounds of various musical instruments.
2. Play a steady beat using rhythm instruments.
3. Discover that some instruments play high notes and some play low notes.
4. Echo rhythm patterns.
5. Accompany singing with appropriate body percussion and movement (beat, accent, rhythm patterns) and transfer these to instruments.
6. Play rhythm instruments correctly.
7. Accompany songs, stories and poems with appropriate instrumental effects.
8. Demonstrate skills on several Orff (mallet) and percussion instruments.
1. Recognise “ta” and “ti-ti” rhythm patterns (quarter note and eighth notes).
2. Follow rhythm pattern from left to right using quarter notes, eighth notes and quarter rests.
3. Echo chant and clap written rhythm patterns.
4. Draw “stick” rhythm patterns on paper.
5. Respond to simple instrumental scores on large charts.
6. Respond to hand signals and staff notation of “sol-mi” and “sol-mi-la”
7. Build “sol-mi-la” patterns on a simple staff.
8. Read repeat sign, p (soft) and f (loud).
1. Use suitable sound effects for poems and songs.
2. Use instruments to create sounds of high-low, loud-soft, slow-fast, short-long, up-down.
3. Create singing “conversations” (tone matching).
CONCEPTS - By the end of the year, the average student will understand that:
1. Rhythm patterns can accompany melody.
2. Rhythm patterns are made up of the beat and divisions of the beat.
3. Beats may be grouped by accent (a stress in music).
4.
Sounds and silences have
specific duration (quarter note (ta), eighth notes (ti-ti), half note (ta-a), and
whole note (ta-a-a-a) with the corresponding rests.
II Melody
1. Printed symbols in music show the direction of the melody.
2. Sounds that move up or down by steps or half steps within the octave are called scales. Melodies can move by steps or leaps.
1. Some sounds seem to belong together and three or more sounds together are called a chord.
2. Major and minor chords have different sounds.
IV Form
1. A whole piece of music may be comprised of a number of sections.
2.
Sections may be identified by
letters; e.g., AB,
3. There may be an introduction, an interlude and an ending (coda).
1. Music may be fast or slow and may change from one to the other suddenly or gradually (tempo).
2. Music dynamics may change suddenly (accent) or gradually (crescendo, decrescendo/diminuendo).
1. Detect the rise and fall of melody.
2. Identify like and unlike patterns in music.
3. Respond to phrases in music.
4. Identify male, female and children’s singing voices.
1. Improvise movements to poems, stories and songs.
2. Move to form in music, like phrases and unlike phrases.
3. Through movement, show awareness of changes in tempo, dynamics and mood.
VII Singing
1. Extend the use of sol-fa training with hand signals to include “re” and “do”.
2. Respond to tone matching with other voices and instruments.
3. Sing, in tune, some folk, ethnic, seasonal and holiday songs.
1. Play simple rhythm patterns (the beat and divisions of the beat).
2. Follow simple rhythm scores.
3. Play rhythmic and ostinato patterns to accompany songs.
4. Demonstrate skills on several Orff (mallet) and percussion instruments.
1. Draw stick rhythm patterns from dictation.
2. Extend the use of sol-fa training with hand signals to include “re” and “do”.
3. Follow notation from left to right while singing and playing.
4. Recognise whole, half, quarter, eighth notes and the whole, half and quarter rests.
5. Recognise 2/3 and 3/4 time signatures.
6. Recognise the musical staff and treble clef sign.
7. Recognise like and unlike phrases.
8. Recognise the symbols for accent, crescendo and decrescendo/diminuendo.
1. Make up new words to songs.
2. Create melodic and/or percussion accompaniments for poems and songs.
CONCEPTS - By the end of the year, the average student will understand that:
1. A dot, a tie or a fermata extends duration.
2. Beats may be grouped in 2’s or 3’s.
3. Some music does not have a steady beat.
4.
A time signature tells how
beats are grouped in a measure.
II Melody
1. A melody may have an ending home note (tonic).
1. Two or more melodies can occur simultaneously; e.g., rounds/canons, partner songs, descants.
2. The I and V7 chords may be used to accompany melodies.
3. Pitched percussion instruments can be combined to make harmony.
IV Form
1. Musical phrases, which give organisation to music, may be short or long.
2. Music may be accompanied by a repeated pattern (ostinato).
1. Changes in dynamics add to the effect of music.
2. Musical instruments produce tone colour by being blown bowed, plucked, strummed, struck, scraped or shaken.
1. Detect the contour (shape) of melody.
2. Identify differences in tempo, timbre (tone colour) and dynamics.
3. Identify the difference in sound between songs in major and minor keys.
4. Identify repetition and contrast.
5.
Identify binary (AB) and
ternary (
6. Recognise the instruments of the four families of the orchestra; string, woodwind, brass, percussion.
1. Perform rhythmic patterns in music.
2. Move to round or canon form.
3. Participate in folk, square or traditional ethnic dances.
VII Singing
1. Extend the use of sol-fa training with hand signals to include low “la”, low “sol” and high “do”.
2. Sing ostinato patterns with songs.
3. Sing two-part rounds and simple descants.
4. Continue vocal development; sing with expression and good enunciation.
5. Sing with various instrumental accompaniments.
6. Participate in singing a capella, alone or in a group.
7. Sing partner and nonsense songs.
1. Used pitched (keyboard type) instruments to play tone-matching games, conversational games and pentatonic accompaniments.
2. Used pitched (keyboard type) instruments to build and play chords.
3. Demonstrate skills on several Orff (mallet) and percussion instruments.
1. Recognise the eighth rest.
2. Recognise the dotted half note, the concept of the dot and the fermata.
3. Recognise 4/4 time signature.
4. Continue sol-fa training to include low “la”, low “sol” and high “do”.
5. Recognise the symbol for a phrase.
1. Create movement to demonstrate form in music.
2. Improvise, using instrumental and/or singing activities.
3. Create rhythmic and melodic ostinati for poems and songs.
CONCEPTS - By the end of the year, the average student will understand that:
1. Beats may be grouped in 4’s.
2. Metre changes may occur within a piece of music.
3.
Duration concepts are
extended to include sixteenth notes.
II Melody
1. An interval is the space between two sounds.
2. An interval may be changed by an accidental.
3. Intervals give shape or contour to a melody.