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Palermo School Music Curriculum

(2009-2010)

Music touches the mind, body, and spirit. Music is a compelling, meaningful, and powerful force in our lives. The serious study of music is vital to the appreciation and understanding of our culture and the cultures of the world. Through listening, performing, and composing, we create opportunities for our students to have a deeper understanding of music. The music curriculum is based upon learning by experience. This is true from the earliest elementary school classes through high school. The primary goals of the music program are to develop basic music literacy in all of our students and to insure that our students have a basic knowledge of music history and literature. All students take music through eighth grade. The music curriculum is organized as an inverted pyramid. As beginning musicians, students learn general skills and concepts (learn to listen). As they develop, they have access to a wide variety of performance, composition, and beginning theory courses, so they may explore their own creative musical impulses.

School Music

The Orff philosophy is the part of our music classes. This philosophy places emphasis on fine and gross motor skills (boom-wackers). Research shows these skills directly improve reading, math, and coordination. Singing is a daily experience in the lower school music classroom (including Kodaly). Additionally, movement, instrumental accompaniment, and improvisation are used on a regular basis. All children are encouraged to respect each other's efforts, as well as to be accepting partners in any game or movement. Children learn to listen, observe, and evaluate their own efforts and musical growth. Various types and styles of music are introduced in class to help instill in children an appreciation for their music and the music of others.

Kindergarten

School students experience music the band room. Kindergartners engage in music through guided exploration that allows them musical self-expression. Children learn songs, follow simple dance and movement directions, and experience rhythm with both Orff and Dalcroze pedagogy.

First and second graders further develop their understanding of pitch, melody, and rhythm by being the musicians and dancers themselves. As an example, in second grade, students create an original song based on a nursery rhyme text using a pentatonic scale. In addition to being introduced to the basic elements of music, students are also exposed to various aspects of music such as syncopation, and how these terms relate to things they hear, sing, and enjoy. Ear training - Major and Minor tonalities.

Third graders sing more complicated melodies with longer texts. The accompaniments are longer and more complex, and two-part singing is introduced, requiring further demands on each child's musicianship, focus, and concentration. The increased use of the Orff instruments helps to develop the student's skill, musicianship, and growing sense of musical aesthetics. The children realize that they are truly becoming musicians. Additional musicals terms and directions are introduced and students begin to develop an awareness through playing the recorder of the importance of practice as one of the keys to improvement.

Fourth graders receive instruction from five different aspects of the musical experience (composition, choral singing, recorder playing, rhythm, etc.) Approximately every 3 class sessions, the children rotate to a different experience. A key component of the fourth grade curriculum is preparing students for fifth grade. Instrument and vocal demonstrations are given, as well as time for each child to try the various instruments taught in fifth grade, so that families can make informed decisions in regard to how their child will receive musical instruction the following year.

Middle School Music continues to build on the skills and concepts begun in grades kindergarten through fourth grade including singing, recorder, and use of the hand instruments. Students study music notation, theory, history, and literature. Beginning in fourth grade and continuing through eighth grade, the middle school music curriculum also offers students a choice of band. Students selecting band begin the study in a group setting and are expected to practice at home on a regular basis. Performance groups give two formal concerts a year, demonstrating skills and techniques developed during the course of the semester. In grades six through eight, students in performance classes (band) perform increasingly complex compositions for the school community at formal concerts, and assemblies.

The literature selected for a band to rehearse and perform is the heart of the curriculum for that ensemble. We use Essential Elements 2000 for lessons. Chosen literature needs to be from diverse styles, historical periods, and genres. Music performed must be of such a level as to be challenging of the ensemble members both technically and musically. This supports the Maine Learning Results as a well-rounded experience that is demanding part of band literature.

Tbe Big Bang - Percussion Ensemble
Basic 4 part playing using basic rudiments

Beginning Band:

Students are introduced to basic music techniques. Instrumental musical activities are practiced, good habits are instilled when playing and caring for instruments. Students will learn to sight read instrumental music independently and in-group ensemble. 3rd-5th grade (upon approval of music teacher).

Intermediate Band:

        For students with advanced or intermediate musical skills. Intermediate to advanced sight reading and playing at sight is practiced. Students will be learn to perform independently, and in-group ensemble, by observing all critical markings of interpretation. 5-8th grade depending upon experience. Music festival for advanced students (Union 132 and Union 133).

                                                        Chorus:

        For students 1st thru 8th grade. Solfeggio, Kodaly, Latin, Contemporary music...   (all volunteer)