| "Music
Street" is a story used to introduce solfege
and the Corwin hand signs that go with each solfege syllable.
Each solfege syllable represents a family that builds a house
on a new street called Music Street. After each family moves in,
the existing families get together and sing songs. Students then
learn those songs.
1st Chapter: Sol, Mi
2nd Chapter: Sol, Mi, Do (low)
3rd Chapter: Sol, Mi, Do, Re
4th Chapter: Sol, Mi, Do, Re, La
5th Chapter: Sol, Mi, Do, Re, La, Fa, Ti, Do (high)
National Standards:
1. Singing, alone and with other,
a varied repertoire of music.
2. Performing on instruments,
alone and with others, a varied repertoire of music.
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.
ICCSD Standards: same as national standards
in addtion to:
1. Moving to music.
Purpose: To introduce solfege syllables, learn
the Corwin hand signs, identify solfege on Orff instruments, and
identify and derive solfege on the staff.
ICCSD Benchmarks:
Rhythm:
* Experience aurally and kinesthetically rhythmic values
of quarter, eighths, and sixteenths.
Melody:
* Identify melodic movement (up, down, combination, or same notes).
* Perform steps, skips, and leaps.
* Recognize, perform, identify on instuments and the staff Do,
Re, Mi, So, La.
* Experience 2/4, 4/4, and 3/4 meter.
Form: Call and resonse, AB, ABA
Harmony: Experience harmony with an accompanying repeated
pattern.
Expressive Pallete:
*dynamics: loud and soft.
Objectives:
* Students will learn concepts and skills listed above
under "ICCSD Benchmarks", and listed under the "Purpose". |
