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Edgartown School Music Department

Edgartown School Music Department

35 Robinson Road

Edgartown, MA 02539

508.627.3316  x 165

 

 

 
CHECK THE SCHOOL WEBSITE FOR INFORMATION ON OUR UPCOMING TALENT SHOW/CONCERT ON THURSDAY, MAY 25TH!
 
 

 

 

 

 

 

 

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MUSIC SYLLABUS—2nd - 4TH GRADE

Upon completing 4th grade, students will be able to demonstrate the following skills:

 

RHYTHM AND NOTATION: an understanding and application of half notes, quarter notes, eighth notes, half rests, quarter rests, 4/4 time signature, whole notes, whole rests, eighth rests, 3/4, 2/4, and 5/4 time signature, lines and spaces of the treble clef , sixteenth notes, dotted quarter notes, dotted half notes, sixteenth rests, intro to syncopation, dotted eighth notes, triplets, lines and spaces of the bass clef , and improvisation

 

 

 

VOCABULARY:  an understanding of staff, grand staff, melody, harmony, rhythm, measure, bar line, solfege, pitch, tempo, dynamics, form, tone, texture, mood, repeat, phrase, ostinato, introduction, coda, treble clef, syncopation, steps, skips, ledger lines, interlude, bass clef, triplets, chord, theme and variation, improvisation, key, consonance vs. dissonance, symphony, orchestra, band, articulation, d.s al coda, and d.s al coda

 

 

SINGING:   demonstration of in-tune singing/pitch matching, major vs. minor recognition, keeping a steady beat,  singing in unison/2 pt. rounds , round singing, good vocal tone production/breathing, 3 pt. rounds,  partner songs, call and response, Singing in 2 pt. – adding harmony, head voice/chest voice,  an understanding of different cultures/languages and their music  

 

 

 

PERFORMANCE:  demonstration of rhythms on pitched and unpitched percussion, vocal/singing (as a group and individually)- 2 pt. rounds , Recorders, call and response, singing major scales, singing in other languages (really basic) , Singing in 2 parts,  and recognition of harmony parts in music

 

 

 

**Discussion of tempo markings, dynamic markings, and different styles/cultures of music, AB and ABA forms, instrument families, American Folk and Patriotic Music, Elements of Music, Medieval time period, and Renaissance time period

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MUSIC SYLLABUS—5th - 8TH GRADE

Upon completing the 8th grade, students will be able to demonstrate the following skills:

 

 

RHYTHM AND NOTATION: an understanding and application of half notes, quarter notes, eighth notes, half rests, quarter rests, 4/4 time signature, whole notes, whole rests, eighth rests, 3/4, 2/4, and 5/4 time signature, lines and spaces of the treble clef , sixteenth notes, dotted quarter notes, dotted half notes, sixteenth rests, intro to syncopation, 6/8, 9/8, 12/8 time signatures, dotted eighth notes, triplets, more advanced groupings of eighth/sixteenth notes and rests, changing meters, lines and spaces of the bass clef , triplets over 2 beats, whole steps, half steps, flats, sharps, improvisation, playing rhythms in parts, and key recognition

 

 

 

VOCABULARY:  an understanding of  staff, grand staff, melody, harmony, rhythm, measure, bar line, solfege, pitch, tempo, dynamics, form, tone, texture, mood, repeat, phrase, ostinato, introduction, coda, treble clef, syncopation, steps, skips, ledger lines, interlude, bass clef, triplets, duple meter, triple meter, chord, theme and variation, improvisation, key, transposition, tonal center, descant, consonance vs. dissonance, symphony, orchestra, band, opera, ballet, musical theatre , articulation, d.s al coda, d.s al coda, and recognition of different genres of music such as rock n’ roll, blues, and jazz

 

 

SINGING:   demonstration of in-tune singing/pitch matching, major vs. minor,  keeping a steady beat,  singing in unison/2 pt. rounds , more individual singing and more round singing, good vocal tone production/breathing, 3 pt. rounds,  partner songs, call and response, Singing in 2 pt. – adding harmony, singing in 3 pt. mixed, SAB, head voice/chest voice,  Different cultures/languages (more complex)  and  singing jazz and improvising with the voice

 

 

 

PERFORMANCE:   demonstration of rhythms on pitched and unpitched percussion, vocal/singing (as a group and individually)- 2 pt. rounds , call and response, singing major scales, singing in other languages (really basic) , Singing in 2 parts, harmony, playing rhythms in multiple/changing meters , SAB, singing 3 pt. mixed choral music,  Singing with key modulations and changing meters,  and playing rhythm improvisations

 

 

 

**Discussion of tempo markings, dynamic markings, and different styles/cultures of music,  AB and ABA forms , AABA form, rondo,  instrument families, American Folk and Patriotic Music, Elements of Music, Medieval time period, Renaissance time period, Key recognition, Baroque time period, Classical time period   ADD:  Romantic time period, 20th Century Music, history of rock n’ roll, blues, and jazz

 

GRADING for 5th-8th Grade Music Classes

 

 

CLASS PARTICIPATION:  50 %

 

ASSESSMENTS (written and aural)- 25%

 

EFFORT/ATTITUDE/CONCERT ATTENDANCE:  25%

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SYLLABUS

 

Chorus: Seventh Grade/Eighth Grade

Upon completing eighth grade in chorus, students will be able to:

  • continue to sing a wide variety of music, with appropriate posture, tone quality, good breath control, and proper vowels and consonants, while broadening their vocal ranges
  • sing more expressively, and with more accurate intonation, a vocal repertoire with a level of difficulty of 2 to 3, on a scale of 1 to 6, from memory
  • sing music from diverse genres, styles, and cultures, with increased sensitivity and greater expression for the piece being sung, through appropriate articulation and tempo
  • focus on and follow a conductor’s gestures for singing with expression, including an opportunity to practice conducting patterns and to conduct vocal warm-ups of their class
  • perform more complex music written in three parts (4 parts optionally) with an understanding of the challenges for the boys changing voice
  • read a more complex written score with treble and bass clefs and interpret additional notation and articulation symbols
  • sight-read in treble and bass clefs in the keys of C, F, and G, in compound and mixed meters and with good rhythmic accuracy, using neutral syllables or solfege syllables (do, re, mi, fa, etc.)
  • further develop their aesthetic response to music by connecting lyrics with a composer’s choices
  • listen to or watch and critique their rehearsal and concert performances, using more precise music vocabulary and developing problem-solving skills

 

 






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