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Round Valley Arts Curriculum

DRAMA Kindergarten Grade 1 Grade 2 Grades 3/4 Grades 5/6 Grades 7/8 Grades 9/12	DANCE Kindergarten Grade 1 Grade 2 Grades 3/4 Grades 5/6 Grades 7/8 Grades 9/12
ART Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 6 Grades 7/8 - Classroom Grades 7/8 - Art Survey Grades 7/8 - Art I Grades 7/8 - Art II Grades 7/8 - Advanced Placement Art Grades 9/12 - Ceramics Grades 9/12 - Advanced Ceramics Grades 9/12 - Dimensional Design Grades 9/12 - Advanced Dimensional Design	MUSIC Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Recorder - Grades 3/4 Beginning Band - Grades 4/12 Intermediate Band - Grades 6/12 Concert Band - Grades 7/12 Symphonic Band - Grades 9/12 Beginning Choir - Grades 4/12 Intermediate Choir - Grades 7/12 Advanced Choir - Grades 9/12

I. ARTISTIC PERCEPTION AND RESPONSE

Students sing together. They sing about themselves and their world. They understand that songs are a form of expression and a way to communicate with others.  As they sing, listen, play, and talk about their musical experiences, they increase their awareness of:

1.      familiar melodies, including repeated melodies (themes),

2.      rhythm, including beat and pattern,

3.      expressive cues in music (rhythm, tempo, and sound quality).

Awareness also develops through experiences such as:

1.      identifying and imitating songs,

2.      exploring the qualities of music through body movement (high/low, fast/slow, loud/soft, up/down),

3.      observing a short concert/demonstrations by visiting artists or older students.

Teachers will introduce and use these terms:

II. CREATIVE EXPRESSION

Students experience the social pleasure of singing together. They sing songs they know and like, and learn new songs related to familiar places, activities, and situations, developing skill through:

1.      Singing—learning songs by imitation and example

·        Songs students and teachers know and like

a)      Playground and jump rope chants

b)      Hand games

c)      Alphabet and counting songs

d)      Folk songs

·        Singing along with records and tapes.

·        Chanting simple directions with the teacher ("Johnny clap your hands.").

2.      Playing—enjoying music by making sounds and music

·        Rhythm games (echo clapping, stamping, stamping, knee slapping; with rhythm sticks, tambourines, other instruments)

3.      Moving—to music

·        Move body with quality of music (high/low, fast/slow, loud/soft).

·        Skip, hop, jump, tiptoe, walk, run, crawl according to the feeling of the music.

·        Make up hand movements for familiar songs.

·        Perform simple dances and music games.

4.      Listening—exploring and creating sounds

·        Identify sources of sounds in the environment.

·        Point out similarities and differences in voices and sounds heard in the school environment.

·        Make instruments made from "found" objects.

·        Record and listen to own and others' voices on tape recorder.

·        Create and record sounds on a tape recorder.

5.      Performing—participate in simple performances for classmates and parents, using skills learned in class

III. HISTORICAL AND CULTURAL CONTEXT

Students learn that an exciting world of music exists within themselves and in their classrooms. They attend performances and hear recordings of music from a variety of cultures and times. They listen to, sing, and/or talk about:

1.      music from at least two cultures studied or represented in their classroom,

2.      famous composers (e.g., Mozart and Sousa),

3.      orchestral music with stories, such as Tchaikovsky's The Nutcracker Suite,

4.      short concerts and demonstrations by local musicians.

IV. AESTHETIC VALUING

Students learn that music is a part of everyday life. They reflect on their music experiences. They talk about:

1.      differences in sounds of various instruments and the feelings they create,

2.      audience etiquette: appropriate ways to respond and react,

3.      reasons for personal preferences ("I like. . ." or "I don't like. . . because. . .") of songs sung by themselves and others,

4.      relationships and similarities between music and other art forms (i.e., all are expressive, all allow for invention, etc.).

V. CONNECTIONS, RELATIONS, APPLICATIONS

Students can connect, relate, and apply various types of arts knowledge and skills within the art form, across the arts disciplines (dance, music, theatre and visual arts), and with disciplines outside of the arts.