District 11 Division of Operations & Instruction
Performing Arts

Grade 1, Music Quarter 4 

Overview
There is considerable research on the academic value of students receiving instruction in the visual and Performing Arts. Brain research indicates that learning to read music strengthens the mathematical/logical aspect of brain development. In addition, learning to sing is a joyful and creative process. First grade music classes focus on standards that are taught and assessed throughout the school year. More formalized assessments of each student's level of mastery begin as we progress into the second quarter and continue throughout the year.

 
For Teachers
Quarter 1  2
Quarter 3  4
Prior Grade
Next Grade

Daily Lessons 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

  • Using a variety of melodic patterns and different tempi will change the personality of a song.
  • Knowing and understanding various notations and terms are required to read, write, and create music.
  • Different skills and techniques will help me identify my likes and dislikes when listening to a variety of songs.
  • Movement and dance are an important part of all cultures.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

  • How can a variety of melodic patterns give personality to my song?
  • In what ways do putting different tempi into a song make it change or stay the same?
  • How will being able to identify quarter notes, quarter rests, bar-lines, double bar-lines, and repeat signs help me in writing/creating a song?
  • How will being able to identify quarter notes, quarter rests, bar-lines, double bar-lines, and repeat signs help me in reading to play a song?
  • Why is it important that we learn how to notate music as it is clapped or played to us?
  • Why is it important that we can define piano and forte?
  • How does improvising music help me as a composer?
  • How can I know which songs I like or dislike?
  • What makes songs likeable or dislikable?
  • In what ways will my hearing assist me when listening to a song?
  • How will being able to differentiate dynamic levels, pitches, and timbres assist me when listening to a song?
  • How do singing, movement and dance help me compare different traditions through music?
  • How do American Folk songs help me in understanding music in my community?

Standards-Based Assessment items
Standard I. Sings and plays instruments, alone and with others. (Sings within a group using the head voice. Echoes melodic patterns/phrases within a limited range.  Performs the steady beat throughout a song.  Performs a given part at different tempi.)
Standard II.  Reads and writes musical notation. (Identifies quarter notes and quarter rests. Identifies a bar line, double bar line, and repeat sign. Defines the dynamic symbols p and f. Draws quarter notes and quarter rests. Notates rhythmic patterns using quarter notes and quarter rests.)
Standard III.  Creates music. (Creates a rhythmic pattern using quarter notes and quarter rests.  Improvises sound effects to accompany an idea, story, and/or song.)
Standard IV.  Analyzes/describes and evaluates music. ( Identifies the dynamic levels heard in given examples as piano or forte. Identifies two given pitches as the same or different.  Identifies the timbres heard in given examples as vocal, instrumental, or environmental.  Identifies criteria for evaluating personal compositions and performances.  Expresses a personal preference for a certain piece of music when given 2-3 choices.)
Standard V.  Demonstrates an understanding of music in relation to history, culture, and community traditions. (Performs movements/dances from various countries/cultures.  Performs/identifies music associated with various world cultural traditions.  Performs/identifies American folk songs.  Identifies sources/contexts of music from personal daily experiences.  Performs/identifies music that reflects community traditions.)

Sample Units

Lesson 1:  
Duration:  1 class period
     
Standard I. Sings and plays instruments, alone and with others. (Sings within a group using the head voice. Echoes melodic patterns/phrases within a limited range.  Performs the steady beat throughout a song.  Performs a given part at different tempi.)
Standard V.  Demonstrates an understanding of music in relation to history, culture, and community traditions. (Performs movements/dances from various countries/cultures.  Performs/identifies music associated with various world cultural traditions.  Performs/identifies American folk songs.  Identifies sources/contexts of music from personal daily experiences.  Performs/identifies music that reflects community traditions.)
Enduring Understanding:  Movement and dance are an important part of all cultures.
Essential Questions:  In what ways will my hearing assist me when listening to a song? How do singing, movement and dance help me compare different traditions through music?
 
Activities

  1.  

Differentiation
Support: 
Extension:  

Back to Top

Lesson 2:  
Duration:  1 class period
     
Standard I. Sings and plays instruments, alone and with others. (Sings within a group using the head voice. Echoes melodic patterns/phrases within a limited range.  Performs the steady beat throughout a song.  Performs a given part at different tempi.)
Standard V.  Demonstrates an understanding of music in relation to history, culture, and community traditions. (Performs movements/dances from various countries/cultures.  Performs/identifies music associated with various world cultural traditions.  Performs/identifies American folk songs.  Identifies sources/contexts of music from personal daily experiences.  Performs/identifies music that reflects community traditions.)
Enduring Understanding:  Movement and dance are an important part of all cultures.
Essential Questions:  In what ways will my hearing assist me when listening to a song? How do singing, movement and dance help me compare different traditions through music?
 
Activities

Differentiation
Support: 
Extension:  

Back to Top

Lesson 3: 
Duration:  1 class period
     
Standard I. Sings and plays instruments, alone and with others. (Sings within a group using the head voice. Echoes melodic patterns/phrases within a limited range.  Performs the steady beat throughout a song.  Performs a given part at different tempi.)
Standard V.  Demonstrates an understanding of music in relation to history, culture, and community traditions. (Performs movements/dances from various countries/cultures.  Performs/identifies music associated with various world cultural traditions.  Performs/identifies American folk songs.  Identifies sources/contexts of music from personal daily experiences.  Performs/identifies music that reflects community traditions.)
Enduring Understanding:  Movement and dance are an important part of all cultures.
Essential Questions:  In what ways will my hearing assist me when listening to a song? How do singing, movement and dance help me compare different traditions through music?
 
Activities

Differentiation
Support: 
Extension:  

Back to Top

Lesson 4:  
Duration:  1 class period
     
Standard I. Sings and plays instruments, alone and with others. (Sings within a group using the head voice. Echoes melodic patterns/phrases within a limited range.  Performs the steady beat throughout a song.  Performs a given part at different tempi.)
Standard V.  Demonstrates an understanding of music in relation to history, culture, and community traditions. (Performs movements/dances from various countries/cultures.  Performs/identifies music associated with various world cultural traditions.  Performs/identifies American folk songs.  Identifies sources/contexts of music from personal daily experiences.  Performs/identifies music that reflects community traditions.)
Enduring Understanding:  Movement and dance are an important part of all cultures.
Essential Questions:  In what ways will my hearing assist me when listening to a song? How do singing, movement and dance help me compare different traditions through music?
 
Activities

Differentiation
Support: 
Extension:  

Back to Top

Lesson 5: 
Duration:  1 class period
     
Standard I. Sings and plays instruments, alone and with others. (Sings within a group using the head voice. Echoes melodic patterns/phrases within a limited range.  Performs the steady beat throughout a song.  Performs a given part at different tempi.)
Standard V.  Demonstrates an understanding of music in relation to history, culture, and community traditions. (Performs movements/dances from various countries/cultures.  Performs/identifies music associated with various world cultural traditions.  Performs/identifies American folk songs.  Identifies sources/contexts of music from personal daily experiences.  Performs/identifies music that reflects community traditions.)
Enduring Understanding:  Movement and dance are an important part of all cultures.
Essential Questions:  In what ways will my hearing assist me when listening to a song? How do singing, movement and dance help me compare different traditions through music?
 
Activities

  1.  

Differentiation
Support: 
Extension:  

Back to Top

Lesson 6: 
Duration:  1 class period
     
Standard IV.  Analyzes/describes and evaluates music. ( Identifies the dynamic levels heard in given examples as piano or forte. Identifies two given pitches as the same or different.  Identifies the timbres heard in given examples as vocal, instrumental, or environmental. Expresses a personal preference for a certain piece of music when given 2-3 choices.)
Standard V.  Demonstrates an understanding of music in relation to history, culture, and community traditions. Identifies sources/contexts of music from personal daily experiences. 
Enduring Understanding:  Different skills and techniques will help me identify my likes and dislikes when listening to a variety of songs.
Essential Questions:  How can I know which songs I like or dislike? What makes songs likeable or dislikable?
 
Activities

 

Differentiation
Support: 
Extension:  

Back to Top

Lesson 7:
Duration:  1 class period
     
Enduring Understanding: 
Essential Questions:  
 
Activities

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Differentiation
Support: 
Extension:  

Back to Top

Lesson 8:
Duration:  1 class period
     
Enduring Understanding: 
Essential Questions:  
 
Activities

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Differentiation
Support: 
Extension:  

Back to Top

Lesson 9:
Duration:  1 class period
     
Enduring Understanding: 
Essential Questions:  
 
Activities

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Differentiation
Support: 
Extension:  

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Lesson 10:
Duration:  1 class period
     
Enduring Understanding: 
Essential Questions:  
 
Activities

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Differentiation
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Extension:  

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Lesson 11:
Duration:  1 class period
     
Enduring Understanding: 
Essential Questions:  
 
Activities

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Differentiation
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Lesson 12:
Duration:  1 class period
     
Enduring Understanding: 
Essential Questions:  
 
Activities

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Differentiation
Support: 
Extension:  

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Lesson 13:
Duration:  1 class period
     
Enduring Understanding: 
Essential Questions:  
 
Activities

  1.  

Differentiation
Support: 
Extension:  

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Lesson 14:
Duration:  1 class period
     
Enduring Understanding: 
Essential Questions:  
 
Activities

  1.  

Differentiation
Support: 
Extension:  

Back to Top

Lesson 15:
Duration:  1 class period
     
Enduring Understanding: 
Essential Questions:  
 
Activities

  1.  

Differentiation
Support: 
Extension:  

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