Music, Lyrics and Links for Classroom and Ensemble pieces are on the
Music Class and Group Pages in Google
Classroom!
Modifications have been made to classroom practices in the interest of COVID-19 safety
protocols. Singing, wind instruments, mixed grade level ensembles and home practice logs are
not in current use. Each student has been issued Individual Bucket Drumming Materials as an exciting
method of implementing the Music Curriculum.
Music Newsletter Summer 2021
Indergarten
The class song for Kindergarten is Happy by Pharrell Williams.
We will be learning class songs that follow us as we grow through the grades along with other seasonal and developmentally appropriate music while building the basic vocabulary of music (beat, rhythm, tempo, syncopation, pitch, melody, harmony, round, canon, lyrics, loud and soft).
Students incorporate physical movement to grasp these concepts. They are using their primary instrument, their voices, as they distinguish the difference between speaking and singing. They also are using “orff” percussion instruments, learning the correct names and playing technique, as well as their own bodies (clapping hands, stomping feet) as they grow in their appreciation of music and build motor skills. We are learning the characteristics of instruments and associated instrument families. The class is using early reading and memory skills to learn song lyrics
as well as recognizing traditional Americana, Classical and Popular music.
Math skills are vital as we begin learning to count notes.
We meet or exceed the proposed
standards in the Massachusetts Curriculum Frameworks for the Arts.
~ Mrs. Lacharite
irst G rade
The class song for Grade 1 is Three Little Birds by Bob Marley.
Students are building on their basic skills by singing songs with more complex rhythms and greater ranges. Their music vocabulary continues to grow as they learn new musical terms. We continue to use previously introduced terms (beat, rhythm, tempo, syncopation, pitch, melody, harmony, round, lyrics, percussion) as we add to our vocabulary with notation, keeping time and musical instrument families. The children get “hands on” experience by using pitched and non- pitched “orff” percussion instruments in the classroom, learning the correct names and playing techniques. Their own bodies are also used as instruments to create increasingly complex rhythms (clapping hands, stomping feet) as they grow in their appreciation of music and build
motor skills. We learn the characteristics of instruments and associated instrument families.
The class is using reading, pattern and memory skills to learn song lyrics, proper practice habits as well as recognizing traditional Americana, Classical and Popular music. The students describe
ideas evoked by music. Math skills are vital as we continue learning to count notes.
We meet or exceed the proposed standards in the Massachusetts
Curriculum Frameworks for the Arts.
econd G rade
The class songs for Grade 2 are
I’d Like To Teach the World To Sing by Ray Conniff and The Lion Sleeps Tonight by The Tokens.
The students explore more complex music in structure, melody and harmony and part singing is introduced. Their music vocabulary deepens, with words becoming more abstract (dynamics, expression, tone color). We continue to use musical terms introduced previously (beat, rhythm, tempo, syncopation, pitch, melody, harmony, round, lyrics, dynamics, percussion) as we add to our vocabulary with notation, keeping time and musical instrument families. The children get
“hands on” experience by using pitched and non-pitched “orff” percussion instruments in the classroom, learning the correct names and playing techniques. Their own bodies are also used as instruments to create increasingly complex rhythms (clapping hands, stomping feet) while
students prepare for performing music selections. Singing with proper tone, intonation and pronunciation is emphasized. The class is using reading, pattern and memory skills to learn song lyrics, proper practice habits as well as recognizing traditional Americana, Classical and Popular music. The students describe ideas evoked by music. Math skills are vital as we continue learning
to count notes. We meet or exceed the proposed standards in the Massachusetts Curriculum Frameworks
for the Arts.
hird G rade
The class songs for Grade 3 are
Don’t Worry, Be Happy by Bobby McFerrin and Raindrops Keep Falling On My Head by Hal David.
Music vocabulary becomes richer (timbre, chord, octaves, improvisation, string, woodwind and brass instruments). We continue to use musical terms introduced previously (beat, rhythm, tempo, syncopation, pitch, melody, harmony, round, lyrics, percussion) as we add to our
vocabulary with notation, keeping time and musical instrument families. The children get
“hands on” experience by using pitched and non-pitched “orff” percussion instruments in the
classroom, learning the correct names and playing techniques. Their own bodies are also used as instruments to create increasingly complex rhythms (clapping hands, stomping feet) and
students learn the difference between liturgical and a wide variety of secular music genres.
The class is using reading, pattern and memory skills to learn song lyrics, proper practice habits as well as recognizing traditional Americana, Classical and Popular music. The students describe
ideas evoked by music. Math skills are vital as we continue learning to count notes.
They love learning to sing harmony and complex parts. Students are introduced to making instrumental music by studying the recorder. They are learning to read fingering charts along with basic music notation, staff reading, counting, dynamics and breath control. Instruction is
differentiated by providing the students playing opportunities with ranges of difficulty.
Song structure and other compositional techniques are explored.
Students are encouraged to play and sing for family
and classmates in a comfortable, supportive
environment. Homework is required
in the form of Weekly Practice Logs.
Music ensembles are offered for students wishing to augment
their classroom experience.
We meet or exceed the
proposed the Massachusetts Curriculum Frameworks for the Arts.
ourth G rade
The class songs for Grade 4 are The Garden Song by David Mallett and Here Comes the Sun by George Harrison.
Music vocabulary becomes richer (orchestration, intonation, time signatures, rests, instrument recognition, composition, music history and genres). We continue to use musical terms
introduced previously (beat, rhythm, tempo, syncopation, pitch, melody, harmony, round, lyrics, percussion, dynamics, octaves) as we add to our vocabulary with notation, keeping time and musical instrument families. Melodies become more difficult and playing and singing with
expression is stressed. The children get “hands on” experience by using pitched and pitched and non-pitched percussion instruments in the classroom, learning the correct names and playing techniques. Their own bodies are also used as instruments to create increasingly complex rhythms (clapping hands, taping, stomping feet) and students learn the difference between liturgical and a wide variety of secular music genres. The class is using reading, pattern and
memory skills to learn song lyrics, proper practice habits as well as recognizing traditional Americana, Classical and Popular music.
The students describe ideas evoked by music. Math skills are vital as we continue learning to count notes. They love learning to sing harmony and
complex parts.
By continuing their study of the recorder to make music, students read more
advanced notation and playing in two and three parts. They continue to read fingering charts along with more advanced music notation, staff reading,
counting, rests, dynamics, octaves, intonation and breath control. Instruction
is differentiated by providing the students playing opportunities with ranges of difficulty. Song structure and other
compositional techniques are
encouraged to play and sing for family and classmates in a comfortable and supportive environment. Homework is
required in the form of Weekly Practice Logs.
Music ensembles are offered for students wishing to augment their classroom experience. We meet or exceed the proposed
standards of the Massachusetts Curriculum Frameworks for the Arts.
