Teachers’ Choice Music

1
GRADE 1
Copyright ©2006 by Rinaldo, Grosso, and Thorne

Limited reproduction permission: The authors grant permission to individual

teachers who have purchased this book to reproduce the activity sheets and fill
in charts as needed for use with their own students.
Reproduction for an entire school or school district or for commercial use is
prohibited.

The images used herein were obtained from Tyler Cowie, member of Factor[e] Design Initiative
and IMSI’s MasterClips/MasterPhotos Collection, 1895 Francisco Blvd. East, San Raphael,
CA 94907-5506, USA.

Design and Layout by Reemt Peters, Webwo Canada.

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Integrated Music Units for teachers, parents and children

by VINCE RINALDO, CATHY GROSSO and MARGARET THORNE

ISBN 978-0-9689143-9-7

All rights reserved. Printed in Canada

Dear Teachers and Parents

Each grade includes: easy to follow, step-by-step lesson plans, clearly defined student
expectations and assessment, reproducible worksheets (complete with answer
sheets), and audio compact discs (CDs).The program has been designed to allow the
novice as well as the expert to facilitate music lessons, both accurately and effortlessly.
Prior musical knowledge is not necessary, as all concepts are defined both in the les-
sons and the Glossary of Terms provided at the back of each book. Rubrics are includ-
ed at the end of each book that may be used for formative or summative assessment
or as a guide to evaluation. Remember, this program has been designed for the
teacher to facilitate. Simply read through the procedure, facilitate the lesson (each les-
son should take approximately 30 minutes unless otherwise stated), administer the
assignment, and assess student performance according to the answer sheets and
guidelines provided.Then, record the mark on the Checklist Evaluation which has been
provided at the end of each book.This page is intended for use as a master mark
sheet that will enable the teacher to easily keep track of individual student perform-
ance for each activity. In the cell provided on the checklist, simply enter a (3 ) indicating
that the student demonstrates understanding, or "N" indicating that the student needs
further help. Rubric scores may also be entered using the following key:

*4= Exceeds provincial standard

3= Meets provincial standard
2= Approaches provincial standard
1= Falls much below the provincial standard

It is also possible to enter percentage or letter grades. Numerical grades for

assignments and activities can be entered and averaged at the end of the term to
assist in arriving at a report card grade, making assessment easy. Enjoy sharing
the music with your children,
Grade 1 Curriculum
• Identify examples of beat in their daily life

• Identify examples of beat in music

• Create rhythmic patterns using a variety of sounds

• Express their responses to various kinds of music by means of

appropriate movements

• Distinguish between beat and rhythm in a simple song

• Identify higher-pitched and lower-pitched sounds in their environment and in music

• Reproduce specific pitches in group call-and-response activities

• Identify examples of dynamics in their environment

• Identify examples of dynamics in music

• Recognize that mood can be created through music

• Identify different tempi in their environment and in music

• Accompany songs using appropriate rhythm instruments, body percussion,

or "found" instruments

• Sing music from a variety of cultures

• Create and perform musical compositions applying their knowledge of the

elements of music and patterns of sound

• Sing music from a variety of cultural and historical periods

• Identify ways in which music is a part of their daily life

• Communicate their thoughts and feelings about the music they hear using
language and a variety of art forms and media

• Communicate their response to music in ways appropriate to this grade

• Identify the sounds of the instruments and relate them to geometric shapes

• Identify and name the instruments according to sound

• Respond to sounds by associating each with a particular geometric shape

• Identify rhythms in language

• Recognize that sounds and silences of different durations may be

represented by symbols
Contents

Philosophy iii

CD list v

Lesson one: Beat 1

Beats in Daily Life Activity Sheet 3

Lesson two: Beat and Rhythm 1 4

Lesson three: Beat and Rhythm 2 6

“This Old Man” lyrics 8

Lesson four: Pitch 9

a) Pitch Activity Sheet 1 11
b) Pitch Activity Sheet 2 12

Lesson five: Dynamics 1 14

a) Loud/soft Chant 16
b) Loud/soft Chant Student Sheet 17

Lesson six: Dynamics 2 18

Dynamics Activity Sheet 20

Lesson seven: Tempo 22

Lesson eight: Rhumba Counting 24

Rhumba Note 26
Rhumba Cunting Lyrics 27
Rhumba Counting Performance Sheet 28

Lesson nine: Creating and Performing Compositins 30

Elements of Music Review Sheet 32

Lesson ten: Singing 1 33

“Sing a Song of Sixpence” lyrics 35
Historical Significance of “Sing a Song of Sixpence” 36
Music in Our Lives Assignment 37

Lesson eleven: Singing 2 38

“Ring Around the Rosie” lyrics 40
Historical Significance of “Ring Around the Rosie” 41

Lesson twelve: SInging 3 42

“Frere Jacques” 44

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Contents

Lesson thirteen: A World of Shapes, Music Appreciation 45

“A World of Shapes” lyrics 47
“A World of Shapes”Vocabulary 48

Lesson fourteen: Shapes and Sounds 49

Shape Sheet 51
Shapes and Sounds Rubric 52

Lesson fifteen: Geometric Sounds 53

Geometric Sounds Activity Sheet 55
Shape Posters 57
Geometric Sounds Rubric 61

Lesson sixteen: Rhythms in Language 62

Rhythms in Language Activity Sheet 64

Lesson seventeen: Quarter notes / Quarter rests 65

The Language of Music Note 67
Instructional Card 1, Quarter Note 68
Instructional Card 2, Quarter Rest 69
Instructional Card 3 70
Instructional Card 4 71
Sound and Silence Activity 72

Lesson eighteen: Half notes / Half rests 74

Instructional Card 5 76
Instructional Card 6 77
Instructional Card 7 78
Instructional Card 8 79
Instructional Card 9 80
Symbols of Sound and Silence 81

Glossary of Terms 83

Reference Page 95

Assessing Vocals in Primary Grades 96

Rubrics

Checklist Evaluations

ii
Philosophy

Music is an Essential Element in Human Development

The study of music is essentially cross-curricular in nature involving language,
math, science, social studies, physical fitness, and art. It is an exercise in both
the cognitive, and affective domains, allowing the student to not only know
and do, but feel.Throughout our lives we are surrounded by music: whether we
are listening to the radio, CD player, record player, watching television/videos,
at the movie theatre, or walking through a mall; music is used to enhance the
desired mood. By participating in music programs, students can develop
an increased sensitivity toward music of all kinds through exposure, and active
involvement.The practicality of enhanced aesthetic development coupled with
the ability to think critically enables the student to provide for him/herself a
more complete outlook on life. All students that study music are not expected
to pursue careers in music, but rather to enhance their quality of life and
expand their concepts and judgements of life's qualitative side.

Creation/Performance
This graduated programme of study places emphasis on theory, creation/
performance, and analysis, beginning in Grade One, and continuing through the
end of Grade Eight.The discipline of music focuses on an individual's ability to
effectively explore and express ideas and feelings through either vocal or instru-
mental arrangements.

Students will:
 identify personal qualities that are developed through the appreciation of
musical performance
 select appropriate concepts and techniques leading to the production of a
musical composition
 interpret sounds as they appear in a variety of existing works
 express sound through original composition
 demonstrate technological advancements as found in various areas of music

iii
Philosophy

Theory
The knowledge component of music encourages cognitive development
through the acquisition of theoretical concepts.

Students will:
 identify and define terminology essential to musical rudiments
 understand and appreciate culture and its impacts on a variety of musical
styles and techniques
 identify the effect of past and present technological advancements on
composers and musicians
 apply musical skills to both vocal and instrumental performance
 engage in cross-curricular studies linking: the four disciplines of the arts,
language, social sciences, technology and mathematics

Analysis
Critical thinking skills, and aesthetic judgement are essential to daily life.The
study of music also allows an individual to explore the feelings and attitudes
which shape his/her perspectives on relationships.

Students will:
 critique professional performance both in and out of the classroom
 analyse feelings and ideas expressed through music
 analyse emotional responses evoked through music
 appreciate the physical relationship between the body and performance

iv
CD 1 list

1. The Heart Beat

2. Daily Life Sounds
3. Walking the Beat
4. Marching to the Beat
5. Stepping with Rhythm
6. Walking on Your Own Time
7. (Instructional) Rhythm and Beat
8. “This Old Man” (beat)
9. “This Old Man” (rhythm)
10. “This Old Man” (performance)
11. High and Low Pitched Sounds
12. Categorized Sounds
13. Pitch Call-and-Response Activity
14. Dynamic Sounds
15. Dynamic Moods
16. Dynamics Activity
17. Tempo Change

v
CD 2 list

1. Rhumba Counting
2. “Music Oh! Melody”
3. “Music Oh! Melody” (instrumental)
4. “Music Oh! Melody” (tempo)
5. “Music Oh! Melody” (pitch)
6. “Music Oh! Melody” (rhythm)
7. “Sing a Song of Sixpence”
8. “Sing a Song of Sixpence” (instrumental)
9. “Ring-Around-The-Rosie”
10. “Ring-Around-The-Rosie” (instrumental)
11. “Fr ere
` Jacques”
12. “Fr ere
` Jacques” (instrumental)
13. “A World of Shapes” (instrumental & vocal)
14. Triangle Sound
15. Tambourine Sound
16. Sand Blocks Sound
17. Sound Mixture
18. Circle Shape
19. Triangle Shape
20. Square Shape
21. Rectangle Shape
22. Shape Mixture
23. Sound and Silence Ex. 1
24. Sound and Silence Ex. 2
25. Sound and Silence Activity
26. Sound and Silence Ex. 1
27. Sound and Silence Ex. 2
28. Symbols of Sound and Silence
vi
Lesson one

TOPIC: Beat

CURRICULUM EXPECTATIONS:

Students will:
identify examples of beat in their daily life

MATERIALS: CD 1, track 1, The Heart Beat

CD 1, track 2, Daily Life Sounds
Beats in Daily Life Activity Sheet (p. 3)

SUGGESTED LESSON SEQUENCE:

1. Begin by defining beat as a steady pulse. Tell the students that a beat in
music is much like a heartbeat.

2. Suggest that the students put their right hand over their heart,
and ask them if they can feel it beating.

3. Play CD 1 track 1, The Heart Beat, and have the students identify the sound.
Tell the students that each heartbeat can be represented as a musical beat.
The teacher should model by clapping along with the track.

4. Re-play CD 1 track 1, and have the students join in clapping.

5. Play CD 1 track 2, Daily Life Sounds. Pause after each sound and ask the
students to identify it. Reinforce, after each sound, that a steady beat is
heard. (The order of the sounds is as follows: a heartbeat, a clock ticking,
a cuckoo clock, jumping on a trampoline, running, bouncing a ball, walking,
and a siren.)

6. Distribute the Beats in Daily Life Activity Sheet (p. 3) which consists of
pictures that represent the sounds that were heard on track 2.

1
Lesson one

7. Play track 2 again, pausing the CD after each sound is heard.

Have the students associate the sound with one of the pictures on the
activity sheet. Have the students colour the picture that they have chosen.

8. Complete the activity sheet by playing the remainder of track 2,

pausing the CD after each sound is heard, and having the students colour
in the picture that they have associated with each sound.

EVALUATION STRATEGIES:
Assess the student's ability to clap a steady beat.
Assess Beats in Daily Life Activity Sheet by ensuring that each picture is
coloured.
See Checklist Evaluation Sheet 1, Beats In Daily Life Activity Sheet,
Claps in Time.

2
Activity Sheet (CD 1 track 2)

Name: _______________________________________________________________________________________________________________

Beats in daily life

Colour the pictures below that represent the steady beat sounds you
heard on the CD.

3
Lesson seventeen

TOPIC: Quarter-Notes / Quarter-Rests

CURRICULUM EXPECTATIONS:

Students will:
recognize that sounds and silences of different durations may be
represented by symbols

MATERIALS: The Language of Music Note (p. 67)

Instructional Card 1, Quarter-Note (p. 68)
Instructional Card 2, Quarter-Rest (p. 69)
Instructional Card 3, Sound and Silence Ex.1 (p. 70)
CD 2, track 23, Sound and Silence Ex.1
Instructional Card 4, Sound and Silence Ex.2 (p. 71)
CD 2, track 24, Sound and Silence Ex.2
Sound and Silence Activity Sheet (p. 72)
CD 2, track 25, Sound and Silence Activity

SUGGESTED LESSON SEQUENCE:

1. Read The Language of Music Note (p. 67), to the students.

(A copy of this note may be distributed to the students.)

2. Show Instructional Card 1, Quarter-Note (p. 68), and read over the
explanation with the students.

3. Show Instructional Card 2, Quarter-Rest (p. 69), and read over the
explanation with the students.

4. Show Instructional Card 3 Ex.1 (p. 70), and play track 23, Sound and Silence
Ex.1. Read aloud, the information provided on the Instructional Card and
re-play track 23.

5. Show Instructional Card 4 Ex.2 (p. 71), and play track 24, Sound and Silence
Ex.2. Read aloud, the information provided on the Instructional Card and
re-play track 24.

65
Lesson seventeen

6. Distribute a copy of Sound and Silence Activity Sheet (p. 72), to each student.

7. Play track 23, and have the students circle Ex.1 on the activity sheet.

8. Play track 24, and have the students circle Ex.2 on the activity sheet.

9. Play track 25, Sound and Silence Activity, and have the students complete
the activity sheet, by following the instructions provided on the track.
Pause the CD after each pattern to allow students time to respond.

EVALUATION STRATEGIES:
Assess Sound and Silence Activity Sheet.
See Sound and Silence Answer Sheet (p. 73).
See Checklist Evaluation Sheet 3, Sound and Silence Activity Sheet.

66
The Language of Music Note

Music is a language, and like any other language it uses symbols to

express meaning. In the English language we use words to express
ourselves. In musical language we use notes and rests. Notes represent
moments of sound, and rests represent moments of silence. Different
durations or lengths of sound are represented by different types of
notes. In the same way, different lengths of silence are represented
by different types of rests. We can create many different patterns
of notes and rests just like we can with words. And just as different
patterns of words help us to share different ideas, so do different
patterns of notes and rests.

67
Instructional Card 1

Quarter Note

A quarter-note is one of the many symbols used to represent a

musical sound. The length of the sound that is heard is called a beat.
Each beat is represented by a quarter-note. If the music shows four
quarter-notes, then the musician is to play four beats.

NOTE: Quarter-notes have stems which can either extend up,

or down. When the stem extends downward, it is placed on
the left side of the note. When the stem extends upward,
it is placed on the right side of the note.

68
Instructional Card 2

Quarter Rest

A quarter-rest is one of the many symbols used to represent musical

silence. The length of the silence is called a beat. Each beat of silence
is represented by a quarter-rest. If the music shows four quarter-
rests, then the musician is to remain silent for four beats.

69
Instructional Card 3

Sound and Silence Ex. 1 (CD 2, track 23)

Remember that the drum represents the beat, and the piano
represents the quarter-note. The four drum beats counted in at the
beginning of the track show us how fast we are to count. Since there
were four piano sounds (quarter-notes) played over four drum sounds
(beats) the musical pattern is written as shown above.

70
Instructional Card 4

Sound and Silence Ex. 2 (CD 2, track 24)

Remember that the drum represents the beat, and the piano
represents the quarter-note. The four drum beats counted in at
the beginning of the track show us how fast we are to count.
Since the first two drum sounds were heard without any piano,
the musician was told to be silent. These two beats of silence are
shown by the two quarter-rests. Beats three and four had two
piano sounds (quarter-notes) played over two drum sounds (beats);
therefore, the musical pattern is written as shown above.

71
Sound and Silence

Activity Sheet (CD 2, track 25)

Name: _______________________________________________________________________________________________________________

Listen closely to each track, and circle the pattern that represents
what you hear. Remember, a quarter-note represents a sound, and
a quarter-rest represents silence. All patterns begin with a four beat
count-in.

Ex. 1 Ex. 2

1.

2.

3.

4.

5.

6.

72
Sound and Silence

Answer Sheet

Listen closely to each track, and circle the pattern that represents
what you hear. Remember, a quarter-note represents a sound, and
a quarter-rest represents silence. All patterns begin with a four beat
count-in.

Ex. 1 Ex. 2

1.

2.

3.

4.

5.

6.

73