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Here you will find; information about the music curriculum at Flood Brook Union School, news about music at Flood Brook, such as classroom activities, community performances and events, pictures of music events and music room activities, links to other great music sites, samples of student work, (such as midi compositions), and information about me, Mike Turk, Flood Brook’s music teacher. I hope you enjoy the site! Please e-mail me and let me know what you think of it. Feel free to make suggestions on how I can improve upon the web site and or music at FBUS. Thanks for visiting!
This site was created by the hard work of Jillian Dickey during her field work as a student intern from Bennington college in January and February of 2003. The site is made possible and kept running by our Tech Coordinator Nancy Westlund. To find out more about our school which is located on Route 11 in Londonderry, Vermont please click the link to the Flood Brook home page, Mountain Signal at http://www.floodbrook.k12.vt.us
Mike Turk (Mr. T) |
The Flood Brook School Music Curriculum is based on the National Music Standards for Music Education* and the relevant parts of the Vermont Framework of Standards for Education.** The program is sequential with the goal for all students to build on their musical experiences and knowledge each year as they move up the grade levels. This year students in kindergarten through sixth grade meet twice weekly for general music during two of the trimesters and once a week for the third. For the first trimester, Middle School students (grades 7 & 8), meet for once or twice a week for general music and for the last two trimesters they will have Music as one of their elective choices in a variety of music subjects which meet five days a week for four six week blocks. All students learn and explore the basic elements of music including melody, harmony, rhythm, tempo and dynamics in an experience based curriculum. All grades learn listening skills, singing skills and proper singing techniques as well as the use of simple instrumentation. Multicultural music is introduced in the music class as an extension of the general classroom Social Studies curriculum. These studies are further enhanced by field trips and resident artists with expertise in specific cultures. Special emphasis is placed on movement games and dance activities in the lower grades with an accent on cooperation and proper social skills. Third, fourth and fifth graders learn instrumentation on non pitched percussion and pitched Orff instruments, as well as basic piano keyboard and recorder skills. Students in grades five and six learn to compose original music on midi computer devices in addition to practicing musical instrument and vocal performance skills. Middle School students get to select intensive music elective blocks in Band, Chorus, Midi Composition, Music Video Production, and Movement and Dance in order to delve more deeply into a particular aspect of Music which they are interested in. All of the upper grade students, (5-8) learn to use proper musical terminology in describing aspects of music and music history. They learn technical proficiency with musical equipment, such as sound engineering and mixing tools, recording tools, and computer music software. They also have access to experiences and instruction on common musical instruments such as keyboards, guitars, bass and drums. |
| *National Standards for Music Education |
| 1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture. |
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Artistic Proficiency 5.28 Students use art forms to communicate, showing the ability to define and solve artistic problems with insight, reason, and technical proficiency. This is evident when students: Prek-4 5.28.a. Use dance, music, theater, and visual arts to communicate. 5-8 5.28.aa. Communicate at a basic level in dance, music, theater, and visual arts. 9-12 5.28.aaa. Communicate proficiently in at least one art form. Music 5.31 Students use the elements of vocal and instrumental music, including rhythm, pitch, timbre, and articulation. 5.32 Students translate an idea into music notation or sound. |
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All Music classes in grades k-2 have at least 3 basic components to
each class session; Listening, Singing and Movement. Lessons are designed to build on a particular area of concentration being addressed in regards to the standards. Reading and writing music is not directly addressed at this time. Children are being prepared to more easily understand written music at a later time by experiencing music directly with their bodies, voices and simple instruments now. They are guided to explore and create music by moving to and singing a wide variety of simple, yet beautiful rhythms and melodies. These are presented as singing/moving games, traditional and multicultural folk dances, free movement, and songs designed to enhance specific musical and singing skills such as, singing on pitch and steady beat. Body percussion, non-pitched percussion, and simple pitched instruments are introduced gradually utilizing the Orff Methodology.
Musical performance in front of an audience is not emphasized at this stage of development. Music is performed mainly in the safe and risk free environment of the music classroom with the following exceptions: Kindergarten classes perform Thanksgiving and graduation ceremonies in which they sing a few songs for small audiences. First Graders sing for the Medical center staff just before the winter holidays. The music program acts in a support role for the classroom teachers in preparation for these events. Second graders have traditionally performed in a Halloween celebration for parents, which includes a musical presentation created in Music Class, to combine with poetry and short plays learned in the classroom. (This year scheduling may prevent or limit the size of the musical portion of this event.) |
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Grades k-2 Targeted Skills THESE SKILLS ARE ACHIEVED GRADUALLY BY STARTING WITH SIMPLE ACTIVITIES IN KINDERGARTEN AND INCREASING IN COMPLEXITY TILL GRADE 2. Social Skills: September - October focus, then ongoing Examples include; class rules, school standards, politeness, personal space,safety, spatial awareness, eye contact, and dance etiquette. Rhythm Basics: October - November focus, then ongoing Examples include; steady beat, tempo variation, body percussion and coordination, sequencing, repeat the rhythm pattern, simple rhythms in 2/4, 4/4, and 3/4 time. Singing Skills: Most everyday throughout the year. Examples include; pitch matching, high and low note identification, Solfege, (hand signs), posture, blending with a group, dynamics, and vocal control. Instrument Families: December - January focus and occasionally reviewed throughout the year. Examples include; string, woodwind, brass, percussion, and electronic instruments. Movement and Dance Skills: February - April focus, ongoing throughout the year. Examples include; multicultural folk dancing, circle dancing, long ways set, (ie. Contra), square dances, partner dances, (ie. Polkas), and free form improvisational movement. Patriotic Music: May - June focus and as appropriate throughout the school year. Examples include; The Star Spangled Banner, America the Beautiful, Yankee Doodle, and America. |
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GENERAL |
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As in grades k-2, most Music classes in grades 3 and 4 have at least three basic components to each class session; Listening, Singing and Movement. In addition, grades 3 and 4 spend a good amount of time Playing Instruments, learning to understand basic music symbols, and Reading Basic Music Notation. Some of this is achieved from the increased integration of technology and music software. Lessons are designed to build on a particular area of concentration being addressed in regards to the standards. At this level students begin to experience written music on many different levels culminating in playing an instrument. In addition to the xylophones and metallophones introduced in the earlier grades, third graders do a unit on mini-keyboards and fourth graders begin recorders in mid winter and continue playing them until the performance in the winter concert as fifth graders the next year. Third and fourth graders continue to be guided to explore and create music by moving to and singing a wide variety of increasingly more complex yet beautiful rhythms and melodies. These are presented as singing/moving games, traditional and multicultural folk music and dances, free movement, and songs designed to enhance specific musical and singing skills such as, singing on pitch and steady beat. Body percussion, non-pitched percussion, pitched percussion, mini-keyboards and recorders are all used to achieve greater and more accurate musicianship. Musical performance in front of an audience begins to be a focus at this stage of development. Third and fourth graders perform in the Winter Concert each year. Third graders are usually involved with an African Drumming performance which coincides with a Social Studies unit on the continent. Fourth graders usually perform a play with music, in the Spring, on the topic of Vermont history. Both grades are involved with various other musical events throughout the year which may include; assemblies, (such as the Volunteer Assembly), outside of school performance activities, (such as the Kazoo Band), in school visiting artist performances and visitations, (such as the Musical Petting Zoo), and field trip concerts. Parents will be informed of all such events in advance. |
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Grades 3/4 Targeted Skills |
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Review of Social Skills: September - October focus, then ongoing. Examples include; class rules, school standards, politeness, personal space, safety, spatial awareness, eye contact, respect for instruments and equipment, and dance etiquette. Rhythm Basics: October - November focus, then ongoing. Examples include; steady beat, tempo variation, body percussion and coordination, sequencing, repeat the rhythm pattern, simple rhythms in 2/4,4/4, and 3/4 time. Singing and Performance Skills: November - December focus as we prepare for the Winter Concert, then continuing throughout the year. Examples include; pitch matching, high and low note identification, Solfege, (hand signs), posture, blending with a group, dynamics, audience awareness, and vocal control. Instrumental Lessons and Reading Music: January - June focus for 3rd grade mini keyboards and 4th grade recorders. Preparation time for note reading varies slightly for each class but usually takes place in January. Movement and Dance Skills: Ongoing throughout the year. Examples include; multicultural folk dancing, circle dancing, long ways set, (ie. Contra), square dances, partner dances, (ie. Polkas), and free form improvisational movement. Multicultural Music: May - June focus and as appropriate throughout the school year. Examples may include; Native American, African, Australian and Chinese cultures. |
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GENERAL |
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In grades 5 and 6, Music classes continue to build on the three basic
music experiences of Listening, Singing and Movement established in the
younger grades with the addition of an increased concentration on
Discussing, Reading, and Writing music and musical concepts. Students in
these grades also spend a certain amount of time Playing Instruments,
learning to understand the Language of Music, (including technical music
terms and music symbols), and Reading Basic Music Notation. Some of this is
achieved from the increased integration of technology and music software.
Finally, music lessons increasingly emphasize a creative and Compositional
component at these grade levels, giving students an opportunity to use their
skills to create their own music.
Lessons continue to be designed to build on a particular area of
concentration being addressed in regards to the standards. Fifth and sixth
graders concentrate on honing their listening skills to be able to identify
various components of a musical piece and discuss those components
intelligently through analysis and comparison. The fifth grade continues
their instrumental work with recorders and Orff1 percussion instruments
until culminating at the Winter Concert. They then begin an intensive Rap
project which involves a multitude of musical and technical components.
After that, they are engaged in a large dance unit for the remainder of the
year. Sixth graders do an intensive listening and music terminology unit
followed by a computer midi composition project and end the year with a DJ
project which allows students to experience what it might be like to be a
radio D.J. Review and More Advanced Social Skills: September - October focus Examples include; class rules, school standards, politeness, respect for instruments and equipment, dance etiquette, critiquing other students? work appropriately, small group dynamics and interaction. instrumental: October - December focus, as we prepare for the Winter Concert. Examples include; Recorder and some Orff Percussion instruments for 5th grade, and small band instruments accompanying singers in 6th grade, music terms, (ie. tempo and dynamics), as well as reading music and performing with a group. Singing and Performance Skills: November - December focus as we prepare for the Winter Concert, then continuing throughout the year. Both 5th and 6th grades sing in addition to playing instruments in the concert. Examples include; pitch matching, high and low note identification, posture, blending with a group, dynamics, audience awareness, and vocal control. Computer Music Project January: 5th Rap project and 6th Midi Composition. Examples include; Learning to use computers to create music, notation and sequencing skills, and group dynamics. Movement and Dance Skills: May - June for 5th grade Examples include; multicultural folk dancing, circle dancing, long ways set, (ie. Contra), square dances, partner dances, (ie. Polkas), and free form improvisational movement. D.J. Project: May - June - 6th grade Examples include; Analyzing songs for musical similarities, the use of technical equipment and microphones, writing copy for radio and public speaking. |
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| Band elective, 2001-2002 | ||
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