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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 play with invented sounds and sounds from their environment. As they sing, listen, play, and talk, they increase their musical awareness of:

1.      familiar melodies and patterns of rhythms,

2.      melodies and rhymes as patterns which repeat,

3.      simple harmonies developed through singing rounds.

Awareness also develops through experiences such as:

1.      identifying and imitating songs from different cultures,

2.      identifying instruments by sight and sound,

3.      observing a short concert and demonstration of one or more instruments played by local musicians.

Students 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 skills through:

1.      Singing learning songs by imitation and example

·        Songs students and teachers know and like

a)      Folk songs

b)      Action and game songs

·        Improvised word patterns such as poems and chants.

·        Rounds

2.      Playing enjoying music by making music and sounds

·        Rhythm and melody games.

a)      Questions and answers created from sounds (not voices) and instruments such as rhythm sticks and tambourines.

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

·        Identifying similarities and differences in sounds from daily life, or from live and recorded sources.

·        Make simple instruments from "found" objects.

·        Record and listen to own songs on tape recorder.

·        Collect and listen to sounds from nature on a tape recorder.

·        Record and listen to class choir.

·        Create a background for story or poem, using rhythm instruments.

·        Do choral reading and speaking.

5.      Performing 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 in their school. They attend performances and hear recordings of music from a variety of cultures and times. They listen to, sing, and/or talk about:

1.      instrumental and vocal music from at least two cultures studies or represented in their classroom,

2.      famous composers such as Stravinsky and Haydn,

3.      orchestral music, such as Haydn's "Surprise Symphony,"

4.      short concerts and demonstrations by local musicians.

IV. AESHETIC VALUING

Students learn that music is part of everyday life, in and out of school. They sing, hear, and attend performances of music and talk about:

1.      differences in songs they sang as kindergartners and first graders, and the songs they sing in second grade,

2.      ways in which music is like poetry, visual arts, dance, and drama,

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

4.      specific qualities heard in music,

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

V. CONNECTIONS, RELATIONS, APPLICATIONS

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