Kindergarten Kindergarten's overarching learning targets are keeping a steady beat and using singing voices. We include lots of singing, movement, accessories, instruments, and circle games. We use the standard Kodaly solfege system to introduce sol-mi songs.
*How can you help at home? Ask your child to demonstrate their speaking voice, a silly voice, their shouting voice (cover your ears!), and their singing voice. If they can do all four they are on track to hitting their targets!
Level 1 These young music-makers focus on learning to say, perform, and read rhythms. Stick notation combined with the ta-ka-di-mi counting method and body percussion are the building blocks to this objective.
*How can you help at home? Have your child create a rhythm pattern using clapping, snapping, patting their legs, and tapping the floor. Repeat the pattern back to them. Then have them come up with a new pattern and repeat. You can keep doing this until you or your child's hands get tired and it reinforces both rhythmic skills and motor skills!
Level 2 Level 2 students will focus on mastery of pitch and rhythm using singing, Orff instruments, and boomwhackers. By the end of the year, students will be able to independently perform songs on Orff instruments using mallet technique that crosses the mid-line, sing a full major scale in tune (Do to Do), and audiate/play chord roots using boomwhackers.
*How can you help at home? Ask your child to sing a scale (remind them that it starts on Do) or to identify the different materials used in xylophones and metallophones. Explore what items at home can also make noise when tapped!
Level 3/4 Now that your child can read both rhythm and pitch, it's time to start applying these skills to instruments! Students will use recorders to learn basic finger positions, woodwind technique, and play in ensembles. We will also transfer our knowledge of Orff instrument technique to bucket drumming. We will also learn the instrument families and begin thinking about whether joining an instrumental or singing ensemble may be appropriate in level 5.
*How can you help at home? Encourage your child to bring her/his instrument home to practice! They can show off all the Recorder Karate "belt" songs they have learned. Ask your students to use their hands to demonstrate their drumming "fundamentals" in slow-motion. You can ask them to alternate right and left hands, perform "flams" on both hands, as well as "flam-taps." If they are advanced they can create patterns using these fundamentals to compose a neat groove!
Level 5 Our level 5 musicians will explore multicultural hand drumming styles. This skill set will reinforce fine motor mobility, aural learning,, pattern recognition, in addition to allowing us to explore multicultural practices. Hand-drumming requires a great ability to focus and coordinate with other players, enforcing the ideas of teamwork and working towards a common goal.
*How can you help at home? Ask your student about the culture of the drumming we are studying. What is the function of the drumming in their society? Is it for entertainment? Special events? Religious purposes?
Level 6 Level 6 students will begin melodic guitar instruction as well as learn theatrical improvisation. We will learn simple songs that work on dexterity and finger strength in preparation for the chords we will learn in level 7. The improv games we play will assist students with their ability to communicate, think quickly, and be resourceful.
*How can you help at home? Ask your student to explain the rules for the game "Freeze." This is an easy, fun, and entertaining improv game you can play with your whole family!
Level 7 Level 7 students will build on their guitar skills from the previous year by learning to play chords to accompany simple melodies. We will continue exercises in finger strength and develop strumming patterns for different "grooves." Level 7 will also use our prior knowledge of improv games as a starting point to create one-act plays about current issues facing middle-school students.
*How can you help at home? Ask your child what kind of "middle-school issues" we are discussing in drama instruction. Have they ever faced this issue firsthand? How did they deal with it? Do they know someone who has had a similar experience? Have YOU ever had that experience?
See the "Ensembles" tab for information on band, orchestra, and choir.