PHILOSOPHY OF MUSIC EDUCATION IN FULTON COUNTY

The study of music is important to one's aesthetic, emotional, academic, physical and social growth and is a significant part of the cultural heritage of all peoples. Through music, individuals have the opportunity to develop keener insights into the dignity and worth of people, to enjoy a more humanized educational environment, and to be in touch with themselves intellectually and artistically.

Each student is unique and should learn to make independent judgments and informed choices with regard to his/her personal needs. A developmental, sequential, and productive music education program encourages self-directed learning and creativity. Past musical experiences enable students to build a value system which is applied to new musical experiences.


A BRIEF OUTLINE OF THE GENERAL MUSIC CURRICULUM...

Fulton County General Music Classes use the Silver Burdett Making Music series.

Kindergarten
Melody: high/low; upward/downward; melodic patterns; singing simple songs by rote with accuracy in pitch; sing, play and improvise melodic patterns and variations.

Harmony: melody alone/melody with accompaniment; read/improvise simple accompaniment patterns on melodic instruments.

Rhythm/Notation: reading and notating long/short sounds; recognize repeated patterns; echo patterns; steady beat (moving and playing instruments).

Form: AB/ABA; same/different; repeated lyrics.

Timbre: recognize classroom instruments by sight and sound; vocal/instrumental tone color.

Musical Heritage: sing easy folk songs in native tongue and in a foreign language; easy folk dances; understand music in relation to history and culture; relationships between music, arts, and other disciplines.

Expressive Qualities: loud/soft; fast/slow; song stories; singing games; musical dramatizations; expressive movement; create new text to familiar songs; create and perform simple accompaniments to songs, poems, and stories; evaluate music and performances; demonstrate appropriate music vocabulary; respond to music in a variety of styles through listening, analyzing, describing, moving, singing, and playing instruments.

First Grade

Melody: sing/read mi, sol, and la with hand signs and play on melodic instruments; high/low; upward/downward; register; singing simple songs by rote with accuracy in pitch; sing, play and improvise melodic patterns and variations.

Harmony: melody alone/melody with accompaniment; read/improvise simple accompaniment patterns on melodic instruments.

Rhythm/Notation: reading and notating quarter note, two beamed eighth notes, quarter rest; steady beat (moving, singing and playing instruments); beat/no beat; long/short; identify pre-notation symbols.

Form: AB/ABA; verse/refrain; same/different; repeating/contrasting sections and phrases.

Timbre: recognize classroom, folk, and orchestral instruments by sight and sound; differentiate between percussive and melodic instrument; identify the male/female/child voice.

Musical Heritage: sing easy folk songs in native tongue and in a foreign language; easy folk dances; understand music in relation to history and culture; relationships between music, arts, and other disciplines.

Expressive Qualities: loud/soft; fast/slow; phrasing; song stories; singing games; musical dramatizations; expressive movement; create new text to familiar songs; create and perform simple accompaniments to songs, poems, and stories; evaluate music and performances; demonstrate appropriate music vocabulary; body percussion; creative movement; respond to music in a variety of styles through listening, analyzing, describing, moving, singing, and playing instruments.

Second Grade
Melody: sing/read do, re, mi, sol and la with hand signs and playing on melodic instruments; read and hear direction (upward/downward, steps/skips/repeats); read and hear register; perform melodic ostinati accompaniment; sing, read, and perform lyrics for simple songs; sing (with increased accuracy in pitch), play, and improvise melodic patterns and variations.

Harmony: simple accompaniment patterns on melodic instruments.

Rhythm/Notation: reading and notating quarter note/rest, two beamed eighth notes, half note/rest, tied quarter notes; measure, bar line; simple/duple/triple meters; steady beat; perform rhythmic ostinati accompaniment; accent; moving, singing, playing, reading and creating melodic rhythm patterns by ear and from notation.

Form: AB/ABA; rondo; verse/refrain; repeating/contrasting sections and phrases.

Timbre: recognize classroom, folk, and orchestral instruments by sight and sound; recognize the four families of instruments and identify the members of the brass family; environmental sounds.

Musical Heritage: sing easy folk songs in native tongue/foreign language; easy folk dances; understand music in relation to history and culture; relationships between music, arts, and other disciplines.

Expressive Qualities:
loud/soft; fast/slow; phrasing; song stories; singing games; musical dramatizations; action songs; expressive movement; create new text to familiar songs; create, arrange, and perform simple accompaniments to songs, poems, and stories; evaluate music and performances; demonstrate appropriate music vocabulary; create simple compositions using body percussion, environmental and classroom instrument sounds; creative movement; respond to music in a variety of styles through listening, analyzing, describing, moving, singing, and playing instruments.


Third Grade
Melody: sing/read low sol, low la, do, re, mi, sol, la, and high do with hand signs and playing on melodic instruments; read and sing the lyrics for simple songs with increased pitch accuracy; melodic direction; melodic patterns on instruments; improvise; recognize G, A, B on the treble staff; sing, play, and improvise melodic patterns and variations.

Harmony: simple multiple part songs (partner songs, canons, rounds); chordal instrumentations; improvise, read and perform accompaniment patterns (autoharp, dulcimer, ukulele, guitar, banjo).

Rhythm/Notation: reading and notating quarter note/rest, two beamed eighth notes, half note/rest, tied quarter notes, single eighth note, dotted half note, whole note/rest; duple/triple meters; move, sing, play, read and perform patterns by ear and from notation.

Form: AB/ABA/AABA; rondo; multiple stanzas; round/canon; repeating/contrasting sections.

Timbre: recognize classroom, folk, orchestral, and electronic instruments by sight and sound; recognize the four families of instruments and identify the members of the string family; environmental sounds.

Musical Heritage: sing easy folk songs in native tongue/foreign language; perform a variety of folk dances; understand music in relation to history and culture; relationships between music, arts, and other disciplines.

Expressive Qualities:
dynamic markings: f and p; fast/slow; phrasing; song stories; singing games; musical dramatizations; action songs; expressive movement; create new text to familiar songs; create, arrange, and perform simple accompaniments to songs, poems, and stories; evaluate music and performances; demonstrate appropriate music vocabulary; create simple compositions using body percussion, environmental and classroom instrument sounds; creative movement; respond to music in a variety of styles through listening, analyzing, describing, moving, singing, and playing instruments; perform with increasing accuracy in pitch, dynamic level, tone quality, and diction; music appreciation/criticism.