NATIONAL STANDARDS WITH THE KODALY METHOD

 

1. SINGING, ALONE AND WITH OTHERS, A VARIED REPERTOIRE OF MUSIC.
   1. Building a repertoire of songs and rhymes at each grade level.
   2. Singing in a group using echo singing, call and response songs, rounds and canons, partner songs, melodic ostinati, exercises and art songs.
   3. Singing alone using call and response songs, relay singing, rounds and canons partner songs, melodic ostinati, exercises and art songs.

2. PERFORMING ON INSTRUMENTS ALONE AND WITH OTHERS, A VARIED REPERTOIRE OF MUSIC.
   1. Playing percussion instruments to enhance rhythmic activities.
   2. Playing instruments such as step bells and barred instruments to enhance melodic activities including borduns, ostinati and echo playing.

3. IMPROVISING MELODIES, VARIATIONS, AND ACCOMPANIMENTS.
   1. Question and answer games
   2. Empty measure game
   3. Improvising within a given form
   4. Improvising alternate endings to a given melody
   5. Drop one, Add one game
   6. Creating suitable accompaniment using vocal and instrumental ostinati, pedal tones and chord root.

4. COMPOSING AND ARRANGING MUSIC WITH SPECIFIC GUIDELINES.
   1. Creating new melodies using known elements.
   2. Creating new melodies to a given text.

5. READING AND WRITING MUSIC.
   1. Reading known songs with rhythm names, solfa syllables, absolute pitch names and words.
   2. Reading unknown songs with rhythm names, solfa syllables, absolute pitch names and words.
   3. Reading flash cards.
   4. Reading exercises.
   5. Reading art music.
   6. Writing motives of songs and entire songs in different keys.
   7. Transcribing from stick to staff notation.
   8. Reading 2-part rhythm exercises for right and left hands.
   9. Two hand singing.

6. LISTENING TO, ANALYZING, AND DESCRIBING MUSIC.
   1. Rhythm and melodic dictation.
   2. Identifying the form of a song or musical example.
   3. Identifying the mode or the scale of a song or a musical example.
   4. Games such as Mystery Song, Song Matches, Post Office, Glynnis’s Game and King of the Mountain.
   5. Listening to and analyzing art music examples that contain known elements.
   6. Memory games such as Sneaky Snake, Rhythm Grid, Echo Clapping, Rhythm Canon and Clap What You Don’t See.

7. EVALUATING MUSIC AND MUSIC PERFORMANCE.
   1. Helping children develop their singing voices.
   2. Games that help children to sing tunefully.
   3. Using Kodaly techniques of good musicianship in the classroom and in the choir rehearsal and choir performances.

8. UNDERSTANDING RELATIONSHIPS BETWEEN MUSIC, THE OTHER ARTS, AND DISCIPLINES OUTSIDE THE ARTS.
   1. Teaching movement through games and rhythmic activities.
   2. Teaching spatial concepts.
   3. Teaching children to learn left to right function in reading and physical education.

9. UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE.
   1. Using song literature that relates to cultures, traditions and history of our country and of other countries.
   2. Using musical literature of the great composers that helps children relate to the historical periods of our civilization’s development.

 

CONCEPTS

Kindergarten Concepts

♫       Beat

• Demonstrate the steady beat in singing, games and movement

♫       Fast/Slow

• Develop the ability to recognize fast/slow tempos
• Demonstrate fast/slow through clapping, singing and speaking while keeping a steady pulse

♫       Loud/Soft

• Recognize loud/soft in noises, speaking and singing
• Express loud/soft in speaking and playing an instrument
• Be able to change from loud/soft and fast/slow on signal
• Be able to express loud/soft in combination with fast/slow

♫       High/Low

• Recognize high/low in speaking, singing and in performance of rhymes and songs in a group
• Recognize and demonstrate high/low with spatial motions (example: arm motions) with speaking, singing and playing instruments

♫       Short/Long

• Recognize and demonstrate short/long sounds in speaking, singing and clapping

♫       Same/Different

• Recognize same/different 4 beat rhythm patterns in sounds, singing and instruments
• Demonstrate same/different in singing and playing instruments
• Recognize and demonstrate same/different in combination with fast/slow, loud/soft, and high/low

♫       Smooth/Jerky (legato/non-legato)

• Recognize and demonstrate smooth/jerky in songs and stories

♫       Other Activities

• Voice recognition
• Responsorial singing
• Song recognition
• Inner hearing (example: student identifies song from a picture)
• Part work (example: student sings song while patting the beat)
•  Tuneful singing (find tuneful singing voice through singing games)
• Music appreciation (develop music appreciation through active listening)

 

First Grade Concepts 

♫       Heartbeat

• Identify and demonstrate heartbeat in speech, sound and singing

♫       Rhythm

• Identify and demonstrate rhythm of the words in speaking, sound and singing

♫       Beat and Rhythm

• Identify and demonstrate the difference between beat and rhythm

♫       Ta, Ti-Ti, Rest

• Identify and demonstrate ta, ti-ti and rest in speaking, sound and singing

♫       Heartbeat = Ta, Ti-Ti, Rest

• Identify and demonstrate that ta, ti-ti and rest each equal the time of one beat

♫       Two Beat Meter

• Identify and demonstrate 2 beat meter where ta equals one beat

♫       Barlines and Double Barlines

• To be able to add barlines and double barlines to a stated rhythm

♫       Repeat Sign

• Identify and demonstrate a repeat sign

♫       Ostinato

• Identify and demonstrate an ostinato in a 2 beat pattern

♫       So-Mi

• Identify and demonstrate s-m in many places on the staff

♫       La in slsm

• Identify and demonstrate la in a slsm pattern in many places on the staff

 

Second Grade Concepts

♫       La in smlsm

• Identify and demonstrate la in a smlsm pattern using songs and exercises containing the ml (P4) interval

♫       Ta-a (halfnote)

• Identify and demonstrate ta-a in songs and examples where the beat equals the quarter note

♫       Four Beat Meter

• Identify and demonstrate understanding of 4 beat meter in songs and exercises where ta equals one beat

♫       Do

• Identify and demonstrate do in songs and exercises in smd-lsmd-dms and dmsl patterns and turns

♫       Re

• Identify and demonstrate re in songs and exercises in mrd-smrd-lsmrd patterns and turns and their inverses

Third Grade Concepts

♫       Pentatonic Scale

• To identify and demonstrate the pentatonic scale

♫       Tika-Tika

• To identify and demonstrate tika-tika in singing and speaking where the beat equals the quarter note

♫       Ti-Tika

• To identify and demonstrate ti-tika in singing and speaking when the beat equals the quarter note

♫       Tika-Ti

• To identify and demonstrate tika-ti in singing and speaking when the beat equals the quarter note

♫       Low la

• To identify and demonstrate low la in rdl,-mrdl,-smrdl,-lsmrdl, patterns

♫       Low So

• To identify and demonstrate low so in mrdl,s,-smrdl,s,-lsmrdl,s, patterns

♫       Single Ti’s

• To identify and demonstrate the single ti (eighth note) in songs where the textural phrasing naturally splits the ti-ti into 2 single ti’s

♫       Do Pentatonic

• To identify and demonstrate the pentatonic scale when do is the tonal center in a song

Fourth Grade Concepts

♫       High Do

• To identify and demonstrate high do in d’lsmrd and d’lsmrdl,s, patterns

♫       Ti-Ta-Ti

• To identify and demonstrate the syncopated rhythm ti-ta-ti through singing and speaking

♫       La Pentatonic

• To identify and demonstrate the pentatonic scale when la is the tonal center

♫       Ta-a-a-a (Whole Note)

• To identify and demonstrate ta-a-a-a in singing and speaking where the quarter note equals the beat

♫       Half Rest

• To identify and demonstrate half rest in singing and speaking where the beat equals the quarter note

♫       So Pentatonic

• To identify and demonstrate the pentatonic scale where so is the tonal center

♫       Tam-Ti

• To identify and demonstrate tam-ti in singing and speaking when the beat equals the quarter note

♫       Fa

• To identify and demonstrate fa in a sfmrd pattern and the inverse pattern in singing and from an instrument being played

♫       Half Steps & Whole Steps

• To identify and demonstrate half steps and whole steps

♫       Do Pentatonic & Hexachord

• To identify and demonstrate the do pentatonic and the do hexachord tone sets with m to f as the half step

♫       Flat: Bb

• To identify and demonstrate the melodic alteration of Bb when do is F and when the key is F major

Fifth Grade Concepts

♫       Re Pentatonic

• To identify and demonstrate the pentatonic scale where re is the tonal center

♫       Whole Rest

• To identify and demonstrate the whole rest in singing and speaking when the beat equals the quarter note

♫       Low Ti

• To identify and demonstrate low ti in dt,d and mrdt,l, patterns and the l,t,drm pattern in singing and from an instrument being played

♫       La Pentachord

• To identify and demonstrate the la pentachord and tone set with do to low ti as the half step

♫       F Sharp

• To identify and demonstrate the melodic alteration of F# when do is G and when the key is G major

♫       Ti-Tam

• To identify and demonstrate ti-tam in singing and speaking when the beat equals the quarter note

♫       Ti

• To identify and demonstrate ti in dt,d and mrdt,l, patterns and the l,t,drm pattern in singing and from an instrument being played

♫       Upbeat

• To identify and demonstrate the upbeat as an unaccented ta, ti-ti or single ti before the first measure of a song

♫       Ta-a-a

• To identify and demonstrate ta-a-a in singing and speaking

♫       Three Beat Meter

• To identify and demonstrate understanding of three beat meter in songs and exercises where the quarter note equals the beat

♫       Tim-Ka

• To identify and demonstrate understanding of tim-ka in songs and exercises where the quarter note equals the beat

Sixth Grade Concepts

♫       Eighth Rest

• To identify and demonstrate the eighth rest in singing and speaking when the quarter note equals one beat

♫       Major Scale

• To identify and demonstrate the major scale when do is the tonal center

♫       C Sharp

• To identify and demonstrate the melodic alteration of C# when D is do and when the key is D major

♫       Compound Rhythms

• To identify and demonstrate the dotted quarter note, three eighth notes, the dotted eighth followed by sixteenth and eighth notes, and the dotted quarter rest in speaking, sound and singing

♫       Six Eight Meter

• To identify and demonstrate six eight meter where the eighth note equals one beat in a slow tempo or the dotted quarter note equals the beat in a fast tempo

♫       Natural Minor Scale

• To identify and demonstrate the natural minor scale and its appropriate key signature with solfa and absolute pitch names and numbers, noting that the half step occurs between steps 2 and 3 (low ti and do) and 5 and 6 (mi and fa)

♫       E Flat

• To identify and demonstrate the melodic alteration of Eb when Bb is do and when the key is Bb major

♫       Fi

• To identify and demonstrate the altered tone fi as a raised fa in singing and from an instrument being played

♫       Dorian Mode

• To identify and demonstrate the dorian mode with solfa and absolute pitch names understanding that the half steps are between scale degrees 2 and 3 (mi-fa) and 6 and 7 (ti-do’) or 2 and 3 (la,-do) and 6 and 7 (fi-sol)

♫       Si

• To identify and demonstrate the altered tone si as a raised so and as a leading tone to la in singing and from an instrument being played

♫       Harmonic Minor Scale

• To identify and demonstrate the harmonic minor scale and its appropriate key signature and accidental with solfa, absolute pitch names and numbers, noting that the half step occurs between steps 2 and 3 (low ti and do), 5 and 6 (mi a d fa) and 7 and 8 (si and la)

♫       Melodic Minor Scale

• To identify and demonstrate the melodic minor scale and its appropriate key signature and accidentals with solfa, absolute pitch names and numbers

♫       Binary Form

• To identify and demonstrate binary form (two part song form) in singing and from an instrument being played

♫       Ternary Form

• To identify and demonstrate ternary form (three part song form) in singing and from an instrument being played

♫       Melodic Alteration: Ta

• To identify and demonstrate the altered tone ta as a lowered ti and as a whole step below do in singing and from an instrument being played

 

CLICK ON THE FILES BELOW TO VIEW ONLINE LEARNING INFORMATION. 

 

Google Classroom Cheat Sheet for Students by Shake Up Learning (1).pdf (1863112)