The elementary music education program adapts the constructivist principles and teaching practices that underpin the Kodály Concept and also incorporates the key elements of Orff-Schulwerk and Dalcroze Eurythmics.  

Students acquire an understanding of the elements of music through the development of skills to enhance literate musicianship. 

The music program instills an appreciation of multiculturalism through an awareness of the diverse musical cultures present in the school community and in different parts of the world. Folk songs, spoken rhymes and musical games from diverse musical cultures are performed.

By the end of Kindergarten, music students will be able to:

Rhythm

a.        show their understanding of beat and rhythm (long and short sounds).

b.       use music terminologies related to the development of their rhythmic skills

Melody

a.      show their understanding of high and low sounds

b.      identify melodic direction up and down

c.         use music terminologies related to the development of their melodic skills

Singing

a.      show their understanding of speaking and singing voice

b.      sing on pitch and in rhythm, with appropriate timbre, diction, and posture

c.      sing expressively with appropriate dynamics and phrasing

d.      experience an expanding repertoire of songs that includes folksongs, pentatonic songs and nursery rhymes.

e.      sing from memory a varied repertoire of songs from different times and cultures

f.       sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor

Performing on instruments

a.      use a variety of instruments with care and control

b.      perform rhythmic and melodic patterns, by rote and from traditional notation, while maintaining a steady beat.

c.      perform a varied repertoire of music with appropriate dynamics

d.      perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor

e.      perform independent instrumental parts while other students sing or play contrasting parts

Notation (Reading/Writing)

1. begin to show melodic direction through non-traditional or graphic notation

Improvising/Composing

1. improvise ways to show beat and rhythm using body parts
2. improvise simple rhythms and melodies within specific guidelines.
3. improvise rhythmic and melodic ostinatos to accompany songs using body percussion, rhythmic and barred instruments and other sound sources available in the classroom.
4. improvise words to rhythms and melodies.
5. improvise through conducting or graphic notation to show ascending and descending melodic direction
6. improvise movements to show specific characteristics of music performed.
7. draw images that represent the characteristics of music heard

Listening

1. listen attentively to a performance of music.
2. identify long and short sounds
3. identify melodic direction up and down; high and low
4. listen to differentiate between repeated and contrasting rhythm and pitch patterns
5. listen to identify verse and refrain
6. listen to music with loud and soft dynamics
7. listen to musical examples of fast and slow tempos
8. listen and identify different sounds heard in the environment
9. identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures.
10. respond to different music, giving reasons for preferences.

Inner hearing

1. show their abilities to hear music in their heads without acoustical stimulation.
2. identify song materials through pitches and rhythms performed in the absence of text.

Part work

1. perform two or more musical tasks at the same time.

Memory

1. memorise a repertoire of songs.
2. use memory skills to reinforce their understanding of musical elements.

Movement/Dance

1. move or dance to music with ease and coordination.
2. move or dance expressively to music.
3. demonstrate their understanding of musical elements through movement.

Public Performance

1. perform with confidence in front of their peers.
2. perform with confidence for the school community.

Grade 1

The elementary music education program adapts the constructivist principles and teaching practices that underpin the Kodály Concept and also incorporates the key elements of Orff-Schulwerk and Dalcroze Eurythmics.  

Students acquire an understanding of the elements of music through the development of skills to enhance literate musicianship. 

The music program instills an appreciation of multiculturalism through an awareness of the diverse musical cultures present in the school community and in different parts of the world. Folk songs, spoken rhymes and musical games from diverse musical cultures are performed.

By the end of Grade 1, music students will be able to:

Rhythm

1. show their understanding of the following rhythmic concepts; quarter and eighth notes, quarter rest and sixteenth notes and 2 meter through preparation, presentation and practice activities that develop their rhythmic skills
2. use music terminologies related to the development of their rhythmic skills

Melody

1. show their understanding of the following melodic concepts; “do, re, mi, so, la and do pentatonic scale” through preparation, presentation and practice activities that develop their melodic skills
2. use music terminologies related to the development of their rhythmic skills

Singing

1. sing with confidence alone and with others.
2. sing on pitch and in rhythm, with appropriate timbre, diction, and posture
3. sing expressively with appropriate dynamics and phrasing
4. experience an expanding repertoire of songs that includes folksongs, pentatonic songs, melodic ostinatos, rounds or canons, and simple partner songs.
5. sing from memory a varied repertoire of songs from different times and cultures
6. sing with hand signs
7. sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor

Performing on instruments

1. use a variety of instruments with care and control
2. perform rhythmic and melodic patterns, by rote and from traditional notation, while maintaining a steady beat.
3. perform a varied repertoire of music with appropriate dynamics
4. perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor
5. perform independent instrumental parts while other students sing or play contrasting parts

Notation (Reading/Writing)

1. begin to read and write/notate the basic rhythmic values of quarter and eighth notes, quarter rest and sixteenth notes rests in 2 meter.
2. read and write/notate the melodic concepts, "so-mi, la, do, re" both in stick notation and different places of "do" on staff (moveable do).
3. read and notate melodies of known and abstract song materials in “do pentatonic scale”.
4. notate what they hear using stick or staff notation.

Improvising/Composing

1. improvise rhythms and melodies applying rhythmic and melodic concepts learned within specified guidelines.
2. improvise rhythmic and melodic ostinatos to accompany songs using body percussion, rhythmic and barred instruments and other sound sources available in the classroom.
3. improvise words to rhythms and melodies.
4. improvise movements to show form.
5. improvise movements to show specific characteristics of music performed.
6. draw images that represent their compositions.

Listening

1. listen attentively to a performance of music.
2. identify simple music forms (e.g. aa, ab, abab, abcd, abba, etc.).
3. demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles.
4. use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
5. identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures.
6. respond to different music, giving reasons for preferences.

Inner hearing

1. show their abilities to hear music in their heads without acoustical stimulation.
2. identify pitches and melodies from hand signs and traditional notation.
3. identify rhythms of vocal materials from traditional notation.

Part work

1. perform two or more musical tasks at the same time.

1. Memory

1. memorise a repertoire of songs.
2. use memory skills to reinforce their understanding of musical elements.

Movement/Dance

1. move or dance to music with ease and coordination.
2. move or dance expressively to music.
3. demonstrate their understanding of musical elements through movement.

Public Performance

1. perform with confidence in front of their peers.    
2. perform with confidence for the school community.

Grade 2

The elementary music education program adapts the constructivist principles and teaching practices that underpin the Kodály Concept and also incorporates the key elements of Orff-Schulwerk and Dalcroze Eurythmics.  

Students acquire an understanding of the elements of music through the development of skills to enhance literate musicianship.

The music program instills an appreciation of multiculturalism through an awareness of the diverse musical cultures present in the school community and in different parts of the world. Folk songs, spoken rhymes and musical games from diverse musical cultures are performed.

By the end of Grade 2, music students will be able to:

Rhythm

1. show their understanding of the following rhythmic concepts; quarter and eighth notes, quarter rest, sixteenth notes, 2 meter, tie, half note and 4 meter through preparation, presentation and practice activities that develop their rhythmic skills
2. use music terminologies related to the development of their rhythmic skills

Melody

1. show their understanding of the following melodic concepts; “do, re, mi, so, la, do pentatonic, low la, low so, la pentatonic, so pentatonic and fa” through preparation, presentation and practice activities that develop their melodic skills
2. use music terminologies related to the development of their rhythmic skills

Singing

1. sing with confidence alone and with others.
2. sing on pitch and in rhythm, with appropriate timbre, diction, and posture
3. sing expressively with appropriate dynamics and phrasing
4. experience an expanding repertoire of songs that includes folksongs, pentatonic songs, melodic ostinatos with more than two pitches, rounds or canons, and simple partner songs.
5. sing from memory a varied repertoire of songs from different times and cultures
6. sing with hand signs
7. sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor

Performing on instruments

1. use a variety of instruments with care and control
2. perform basic technique in a variety of unpitched percussion instruments.
3. perform simple moving drone on barred instruments.
4. play cross-mallet melody on barred instruments.
5. perform rhythmic and melodic patterns, by rote and from traditional notation, while maintaining a steady beat
6. perform a varied repertoire of music expressively with appropriate dynamics
7. perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor
8. perform independent instrumental parts while other students sing or play contrasting parts

Notation (Reading/Writing)

1. begin to read and write/notate the basic rhythmic values of quarter and eighth notes, quarter rest, sixteenth notes, half note in 2 and 4 meter.
2. read and write/notate the melodic concepts, "so-mi, la, do, re, low la, low so and fa" both in stick notation and different places of "do" on staff (moveable do).
3. read and notate melodies of known and abstract song materials in “do, la and so pentatonic scale”.
4. notate what they hear using stick or staff notation.

Improvising/Composing

1. improvise rhythms and melodies applying rhythmic and melodic concepts learned within specified guidelines.
2. improvise rhythmic and melodic ostinatos to accompany songs using body percussion, rhythmic and barred instruments and other sound sources available in the classroom
3. improvise words to rhythms and melodies.
4. improvise movements to show form.
5. improvise movements to show specific characteristics of music performed.
6. draw images that represent their compositions.

Listening

1. listen attentively to a performance of music.
2. identify simple music forms (e.g. aa, ab, abab, abcd, abba, etc.).
3. demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles.
4. use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
5. identify the sounds of a variety of instruments, including orchestra and band instruments.
6. respond to different music, giving reasons for preferences.

Inner hearing

1. show their abilities to hear music in their heads without acoustical stimulation.
2. identify pitches and melodies from hand signs and traditional notation.
3. identify rhythms of vocal materials from traditional notation.

Part work

1. perform two or more musical tasks at the same time.

Memory

1. memorise a repertoire of songs.
2. use memory skills to reinforce their understanding of musical elements.

Movement/Dance

1. review basic locomotor and nonlocomotor movement
2. move or dance to music with ease and coordination.
3. move or dance expressively to music.
4. demonstrate their understanding of musical elements through movement.

Public Performance

1. perform with confidence in front of their peers.
2. perform with confidence for the school community.

Grade 3

The elementary music education program adapts the constructivist principles and teaching practices that underpin the Kodály Concept and also incorporates the key elements of Orff-Schulwerk and Dalcroze Eurythmics.

Students acquire an understanding of the elements of music through the development of skills to enhance literate musicianship.

The music program instills an appreciation of multiculturalism through an awareness of the diverse musical cultures present in the school community and in different parts of the world. Folk songs, spoken rhymes and musical games from diverse musical cultures are performed.

By the end of Grade 2, music students will be able to:

Rhythm

1. show their understanding of the following rhythmic concepts; quarter and eighth notes, quarter rest, sixteenth notes, 2 meter, tie, half note and 4 meter through preparation, presentation and practice activities that develop their rhythmic skills
2. use music terminologies related to the development of their rhythmic skills

Melody

1. show their understanding of the following melodic concepts; “do, re, mi, so, la, do pentatonic, low la, low so, la pentatonic, so pentatonic and fa” through preparation, presentation and practice activities that develop their melodic skills
2. use music terminologies related to the development of their rhythmic skills

Singing

1. sing with confidence alone and with others.
2. sing on pitch and in rhythm, with appropriate timbre, diction, and posture
3. sing expressively with appropriate dynamics and phrasing
4. experience an expanding repertoire of songs that includes folksongs, pentatonic songs, melodic ostinatos with more than two pitches, rounds or canons, and simple partner songs.
5. sing from memory a varied repertoire of songs from different times and cultures
6. sing with hand signs
7. sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor

Performing on instruments

1. use a variety of instruments with care and control
2. perform basic technique in a variety of unpitched percussion instruments.
3. perform simple moving drone on barred instruments.
4. play cross-mallet melody on barred instruments.
5. perform rhythmic and melodic patterns, by rote and from traditional notation, while maintaining a steady beat
6. perform a varied repertoire of music expressively with appropriate dynamics
7. perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor
8. perform independent instrumental parts while other students sing or play contrasting parts

Notation (Reading/Writing)

1. begin to read and write/notate the basic rhythmic values of quarter and eighth notes, quarter rest, sixteenth notes, half note in 2 and 4 meter.
2. read and write/notate the melodic concepts, "so-mi, la, do, re, low la, low so and fa" both in stick notation and different places of "do" on staff (moveable do).
3. read and notate melodies of known and abstract song materials in “do, la and so pentatonic scale”.
4. notate what they hear using stick or staff notation.

Improvising/Composing

1. improvise rhythms and melodies applying rhythmic and melodic concepts learned within specified guidelines.
2. improvise rhythmic and melodic ostinatos to accompany songs using body percussion, rhythmic and barred instruments and other sound sources available in the classroom
3. improvise words to rhythms and melodies.
4. improvise movements to show form.
5. improvise movements to show specific characteristics of music performed.
6. draw images that represent their compositions.

Listening

1. listen attentively to a performance of music.
2. identify simple music forms (e.g. aa, ab, abab, abcd, abba, etc.).
3. demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles.
4. use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
5. identify the sounds of a variety of instruments, including orchestra and band instruments.
6. respond to different music, giving reasons for preferences.

Inner hearing

1. show their abilities to hear music in their heads without acoustical stimulation.
2. identify pitches and melodies from hand signs and traditional notation.
3. identify rhythms of vocal materials from traditional notation.

Part work

1. perform two or more musical tasks at the same time.

Memory

1. memorise a repertoire of songs.
2. use memory skills to reinforce their understanding of musical elements.

Movement/Dance

1. review basic locomotor and nonlocomotor movement
2. move or dance to music with ease and coordination.
3. move or dance expressively to music.
4. demonstrate their understanding of musical elements through movement.

Public Performance

1. perform with confidence in front of their peers.
2. perform with confidence for the school community.

Grade 4

The elementary music education program adapts the constructivist principles and teaching practices that underpin the Kodály Concept and also incorporates the key elements of Orff-Schulwerk and Dalcroze Eurythmics.

Students acquire an understanding of the elements of music through the development of skills to enhance literate musicianship.

The music program instills an appreciation of multiculturalism through an awareness of the diverse musical cultures present in the school community and in different parts of the world. Folk songs, spoken rhymes and musical games from diverse musical cultures are performed.

By the end of Grade 4, music students will be able to:

§         Rhythm

1. show their understanding of the following rhythmic concepts; quarter and eighth notes , quarter rest, sixteenth notes, 2 meter, tie, half note, dotted eighth with sixteenth note, 4 meter, dotted half note, eighth and sixteenth note combinations, 3 meter, anacrusis, syncopation, mixed meter, dotted quarter with , whole note, whole rest and half rest through preparation,  eighth note presentation and practice activities that develop their rhythmic skills
2. use music terminologies related to the development of their rhythmic skills

Melody

1. show their understanding of the following melodic concepts; “do, re, mi, so, la, do pentatonic, low la, low so, la pentatonic, so pentatonic, fa, absolute names, do pentachord, high do, ti, major scale, low ti, melodic question and answer; natural and harmonic minor” through preparation, presentation and practice activities that develop their melodic skills
2. use music terminologies related to the development of their rhythmic skills

Singing

1. sing with confidence alone and with others.
2. sing on pitch and in rhythm, with appropriate timbre, diction, and posture
3. sing expressively with appropriate dynamics and phrasing
4. experience an expanding repertoire of songs that includes folksongs, pentatonic songs, melodic ostinatos with more than two pitches, rounds or canons, partner songs and two-part music.
5. sing from memory a varied repertoire of songs from different times and cultures
6. sing with hand signs
7. sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor

Performing on instruments

1. use a variety of instruments with care and control
2. perform basic technique in a variety of unpitched percussion instruments.
3. continue to play soprano recorder
4. continue to play ostinatos, accompaniments and more advance repertoire on barred instruments.
5. perform rhythmic and melodic patterns, by rote and from traditional notation, while maintaining a steady beat.
6. perform a varied repertoire of music expressively with appropriate dynamics
7. perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor
8. perform independent instrumental parts while other students sing or play contrasting parts

Notation (Reading/Writing)

1. read and write/notate the basic rhythmic values of quarter and eighth notes, quarter rest, sixteenth notes, half note, dotted eighth with sixteenth note, dotted half note, eighth and sixteenth note combinations, syncopation, dotted quarter with eighth note, whole note, whole rest and half rest in 2, 4, 3 and mixed meter.
2. read and write/notate melodies in pentatonic, major and minor scales both in stick notation and different places of "do" (C=do; F=do; G=do ) on staff.
3. notate what they hear using stick or staff notation.

Improvising/Composing

1. improvise rhythms and melodies applying rhythmic and melodic concepts learned within specified guidelines.
2. improvise rhythmic and melodic ostinatos to accompany songs using body percussion, rhythmic and barred instruments and other sound sources available in the classroom.
3. improvise words to rhythms and melodies.
4. improvise movements to show form.
5. improvise movements to show specific characteristics of music performed.
6. draw images that represent their compositions.

Listening

1. listen attentively to a performance of music.
2. identify/ analyse simple music forms (e.g. aa, ab, abab, abcd, abba, etc.), binary (AB), ternary (ABA) and rondo forms
3. demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles.
4. use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
5. identify the sounds of a variety of instruments, including orchestra, band and Japanese traditional instruments.
6. respond to different music, giving reasons for preferences.

Inner hearing

1. show their abilities to hear music in their heads without acoustical stimulation.
2. identify pitches and melodies from hand signs and traditional notation.
3. identify rhythms of vocal materials from traditional notation.

Part work

1. perform two or more musical tasks at the same time.

Memory

1. memorise a repertoire of songs.
2. use memory skills to reinforce their understanding of musical elements.

Movement/Dance

1. move or dance to music with ease and coordination
2. move or dance expressively to music.
3. demonstrate their understanding of musical elements through movement.

Public Performance

a.      perform with confidence in front of their peers.

b.      perform with confidence for the school community.

Grade 5

The elementary music education program adapts the constructivist principles and teaching practices that underpin the Kodály Concept and also incorporates the key elements of Orff-Schulwerk and Dalcroze Eurythmics.

Students acquire an understanding of the elements of music through the development of skills to enhance literate musicianship.

The music program instills an appreciation of multiculturalism through an awareness of the diverse musical cultures present in the school community and in different parts of the world. Folk songs, spoken rhymes and musical games from diverse musical cultures are performed.

By the end of Grade 5, music students will be able to:

Rhythm

1. show their understanding of the following rhythmic concepts; quarter and eighth notes, quarter rest, sixteenth notes, 2 meter, tie, half note , dotted eighth with sixteenth note, 4 meter, dotted half note, eighth and sixteenth note combinations, 3 meter, anacrusis, syncopation, mixed meter, dotted quarter with eighth note, whole note, whole rest, half rest, triplets, eighth rest, 6/8 meter, simple and compound meters through preparation, presentation and practice activities that develop their rhythmic skills
2. use music terminologies related to the development of their rhythmic skills

Melody

1. show their understanding of the following melodic concepts; pentatonic, major, minor scales, intervals, triads/chords, modes and accidentals through preparation, presentation and practice activities that develop their melodic skills
2. use music terminologies related to the development of their rhythmic skills

Singing

1. sing with confidence alone and with others.
2. sing on pitch and in rhythm, with appropriate timbre, diction, and posture
3. sing expressively with appropriate dynamics and phrasing
4. experience an expanding repertoire of songs that includes folksongs, pentatonic songs, melodic ostinatos with more than two pitches, rounds or canons, partner songs, two-part music and jazz music.
5. sing from memory a varied repertoire of songs from different times and cultures
6. sing with hand signs
7. sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor

Performing on instruments

1. use a variety of instruments with care and control
2. perform basic technique in a variety of unpitched percussion instruments.
3. continue to play soprano recorder
4. play basic guitar chords
5. continue to play ostinatos, accompaniments and more advance repertoire on barred instruments with a concentration on jazz music.
6. perform rhythmic and melodic patterns, by rote and from traditional notation, while maintaining a steady beat.
7. perform a varied repertoire of music expressively with appropriate dynamics
8. perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor
9. perform independent instrumental parts while other students sing or play contrasting parts

Notation (Reading/Writing)

1. read and write/notate the basic rhythmic values of quarter and eighth notes, quarter rest, sixteenth notes, half note, dotted eighth with sixteenth note, dotted half note, eighth and sixteenth note combinations, syncopation, dotted quarter with eighth note, whole note, whole rest, half rest, triplets, eighth rest in 2, 4, 3, 6/8 and mixed meter.
2. read and write/notate melodies in pentatonic, major and minor scales both in stick notation and different places of "do" on staff.
3. notate what they hear using stick or staff notation.

Improvising/Composing

1. improvise rhythms and melodies applying rhythmic and melodic concepts learned within specified guidelines.
2. improvise rhythmic and melodic ostinatos to accompany songs using body percussion, rhythmic and barred instruments and other sound sources available in the classroom.
3. improvise words to rhythms and melodies.
4. improvise movements to show form.
5. improvise movements to show specific characteristics of music performed.
6. draw images that represent their compositions.

Listening

1. listen attentively to a performance of music.
2. identify/ analyse simple music forms (e.g. aa, ab, abab, abcd, abba, etc.), and other forms such as binary (AB), ternary (ABA), rondo and theme and variation.
3. demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles.
4. use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
5. identify the sounds of a variety of instruments, including orchestra, band and other instruments from different cultures.
6. respond to different music, giving reasons for preferences.

Inner hearing

1. show their abilities to hear music in their heads without acoustical stimulation.
2. identify pitches and melodies from hand signs and traditional notation.
3. identify rhythms of vocal materials from traditional notation.

Part work

1. perform two or more musical tasks at the same time.

Memory

1. a. memorise a repertoire of songs.
2. b. use memory skills to reinforce their understanding of musical elements.

Movement/Dance

1. move or dance to music with ease and coordination
2. move or dance expressively to music.
3. demonstrate their understanding of musical elements through movement.

Public Performance

1. perform with confidence in front of their peers.
2. perform with confidence for the school community.