Newton Music Curriculum Frameworks
- Students will learn to use their voices, bodies and musical instruments, with proper technique, to creatively express an understanding of music as well as its cultural and historical significance.
- Students will learn to be effective ensemble members through teamwork, individual responsibility and cooperation.
- Students will gain confidence through rehearsal and performance in a variety of settings.
- Students will strengthen their ability to focus on a specific task, while maintaining awareness of auditory and visual cues.
- Students will gain a deeper understanding of other cultures, and prepare to create culture of the present and future.
- Through music, students will communicate ideas to develop creativity and imagination.
Curriculum Content for Grades 3-5
Core Concept 1: Singing
repeat
da capo
coda
first and second endings
verse-refrain
piano
forte
crescendo
decrescendo
allegro
andante
largo
presto
staccato
legato
fermata
cesura
multi-measure rest
anacrusis/pickup
Core Concept 4, Listening:
Jubilate Deo
Al Citron
Hotaru Koi
Sakura
Obwisana
Siyahamba
Dreams of Harmony
Schlaf Kindlein Schlaf
Huang tu gao po
Sansa Kroma
Old Dan Tucker
Land of the Silver Birch
My Paddle's Keen and Bright
Row Row Row Your Boat
Sarasponda
I Love the Mountains
Music Alone Shall Live
Round and Round the Earth is Turning
My Bonny Lies Over the Ocean
Paddy Works on the Railway
My Home is in Montana
Home on the Range
Risseldy Rosseldy
Oliver Cromwell
Waddlayatcha
The Water is Wide
The Star-Spangled Banner
America (My Country Tis of Thee)
Fifty Nifty United States
Armed Forces songs
Proud to be an American
Route 66
Wade in the Water
Swing Low Sweet Chariot
Go Down Moses
Wayfaring Stranger
Down By the Riverside
Amazing Grace
Johnny Has Gone for a Soldier
One Tin Soldier
Blowing in the Wind
Where Have all the Flowers Gone
We Are the World
Waving Flag
Core Concept 7, Creative Expression:
Core Concept 8, Performance Etiquette:
As an audience member:
- Pitch matching
- Healthy vocal production
- Solo and ensemble singing
- Singing from musical notation
- Ensemble singing in 2 or 3 part harmony
- Singing with appropriate expression
- Following the conductor's cues
- Performing with an ensemble at the appropriate tempo.
- Performing independent patterns on pitched and unpitched percussion instruments, while other students are performing a different pattern.
- Playing instruments with proper technique while reading notation.
- Demonstrating resting position and ready position.
- Students will assign age-appropriate musical notation to rhythmic and melodic sounds
- Students are able to read any note on the treble clef staff, including an understanding of ledger lines
- Students are introduced to the lines and spaces in the bass clef staff.
- Students will be able to play or sing patterns by reading age-appropriate musical notation.
- Students will read and perform the expressive directions in printed music.
- Students will learn to navigate a vocal and/or instrumental score.
- Students will be able to identify the appropriate musical line to be performed.
- Vocabulary words may include:
repeat
da capo
coda
first and second endings
verse-refrain
piano
forte
crescendo
decrescendo
allegro
andante
largo
presto
staccato
legato
fermata
cesura
multi-measure rest
anacrusis/pickup
Core Concept 4, Listening:
- Student will develop an understanding of musical form through listening, moving, and analyzing.
- Student should develop familiarity with a variety of listening selections, possibly including:
- Peter and the Wolf
- Appalachian Spring
- Little Fugue in G Minor
- The Firebird Suite
- The Rite of Spring
- Peer Gynt
- Danse Macabre
- Sleigh Ride
- The Entertainer
- Take Five
- The Viennese Musical Clock
- The Four Seasons.
- Student should be familiar with famous musical personalities, possibly including:
- Duke Ellington
- Louis Armstrong
- Ella Fitzgerald
- Scott Joplin
- Marian Anderson
- Ludwig van Beethoven
- Wolfgang Amadeus Mozart
- Johannes Brahms
- Leonard Bernstein
- Aaron Copland
- Johann Sebastian Bach
- Igor Stravinsky
- Dmitri Shostakovich
- Clara Schumann
- Camille Saint Saens
- Spatial Awareness
- Folk dances
- Play parties/game songs
- Purposeful Movement
- choreography
- imitation
- responding to musical elements through appropriate movement
- creating formations with a group of fellow students (circle, rows, two line sets)
- Creative Movement
- expressive response to music
- improvised movement
- Familiarity with songs in languages other than English, possibly including:
Jubilate Deo
Al Citron
Hotaru Koi
Sakura
Obwisana
Siyahamba
Dreams of Harmony
Schlaf Kindlein Schlaf
Huang tu gao po
Sansa Kroma
- American folk songs including:
Old Dan Tucker
Land of the Silver Birch
My Paddle's Keen and Bright
Row Row Row Your Boat
Sarasponda
I Love the Mountains
Music Alone Shall Live
Round and Round the Earth is Turning
My Bonny Lies Over the Ocean
Paddy Works on the Railway
My Home is in Montana
Home on the Range
Risseldy Rosseldy
Oliver Cromwell
Waddlayatcha
The Water is Wide
- American patriotic songs, possibly including:
The Star-Spangled Banner
America (My Country Tis of Thee)
Fifty Nifty United States
Armed Forces songs
Proud to be an American
Route 66
- Historically relevant music from American and other World Cultures, possibly including:
Wade in the Water
Swing Low Sweet Chariot
Go Down Moses
Wayfaring Stranger
Down By the Riverside
Amazing Grace
Johnny Has Gone for a Soldier
One Tin Soldier
Blowing in the Wind
Where Have all the Flowers Gone
We Are the World
Waving Flag
Core Concept 7, Creative Expression:
- Improvisation
- Composition (Note: the difference between improvisation and composition is the permanence of the written music, which makes another musician able to play the composition that is created. Improvisation is spontaneous and not repeatable.)
- Responding to musical elements through appropriate movement
- With a rubric and/or guidelines, teacher can facilitate excellent productivity with creative composition projects for any age.
Core Concept 8, Performance Etiquette:
As an audience member:
- Student will listen attentively
- Student will display respectful audience behavior
- Student will describe emotional experience of music
- Student will describe the elements of music using age-appropriate musical terminology
- Student will display appropriate presentation while entering and exiting the stage.
- Student will watch the conductor, respond to nonverbal directions, and maintain focus during the performance, including between songs.
- Student will assess self and others using age-appropriate musical terminology
- Student will allow mistakes to be learning experiences.