Music
EASTSIDE LUTHERAN SCHOOL
CURRICULUM GUIDE
Music
Purpose
Music and the ability to produce music are precious gifts of God. Music should have a prominent place in the curriculum of our schools. Not only does music exert cultural influence and provide enjoyment and recreation, but above all, it is a wonderful medium whereby man can praise and glorify his God. Repeatedly Scripture calls upon us to sing to the Lord: “Sing to the Lord with thanksgiving; make music to our God on the harp” Psalm 147:7. “Sing to the Lord a new song; sing to the Lord, all the earth” Psalm 96:1. The Christian teacher has many opportunities to develop the gift of music in the children in our Lutheran elementary school and to direct this gift into God-pleasing channels. Not only should it be the concern of the Christian teacher to develop beautiful singing, but also to develop an appreciation of and love for the great heritage that our Lutheran church has in its treasury of Christian hymns and chorales.
Objectives
I. General Objectives for Teaching Music in a Lutheran Elementary School
A. Music should be taught in our Lutheran elementary school in order to instill in our
children the joy of singing praises to our God.
1. This is done by means of praising and glorifying God.
2. Singing is also a means of propagating the faith (a mission arm).
3. Singing is also a means of teaching the truths of Scripture.
B. Music should be taught in our Lutheran elementary schools to afford the children
the opportunity to appreciate music for their own personal enjoyment.
II. Specific Objectives of the Music Curriculum
A. Singing
1. Tone-Pitch-Voice Matching
a. Children should learn the solfeggios from do to do
1) identify pitches
2) match handsigns with pitch
b. Children should match own voice with a given sounded tone and
strive for accuracy in pitch.
2. Sight Reading
a. Children should be able to read and sing music off the page when a
pitch for sol has been established.
3. Following Direction
a. Chldren should be able to follow pitches up and down.
b. Children should be able to follow intensity, loud and soft.
c. Children should be able to follow a director when singing.
d. Children should be able to follow a baton beat.
4. In-classroom Singing
a. Sacred music—children should be afforded the opportunity to sing
assigned or favorite hymns at anytime or for devotions.
b. Secular music—Children should be afforded the opportunity to
practice music fundamentals being studied in class by singing
appropriate songs.
5. Lutheran Liturgy
a. Present explanation and historical background of our form of
worship sp that it becomes a meaningful, personal worship.
6. In-church Singing
a. Provide the opportunity for the children to sing in a group in the
church service.
b. Provide opportunities to sing in parts
1) two part songs for grades 5-8
2) unison songs with descant for grades 5-8
3) rounds for grades K-8
4) unison songs for grades K-8
5) unison or part songs with accompaniment
6) antiphonal singing
c. Types of songs
1) several already known songs
2) one new song
3) a closing hymn or benediction
d. Accompaniment
1) piano excellent because of voice-like quality
2) flutes also excellent
3) bells or something like it
4) orff instruments
5) organ
7. Fun Songs-Rhythm Songs-Rhythmic Movement
a. Learning rhythm in this way is much more fun for the primary level.
b. Affords an opportunity to learn by doing.
c. Is an excellent way in which to evaluate children as to whether
the concepts of beat and rhythm are understood.
d. Affords an opportunity to show appreciation for the gift of music
which god has given us.
8. Junior Choirs
The Junior Choir is a select group of singers from the congregation. Its
Main function is to participate in worship services. It builds upon the music instruction provided in the classroom.
The Junior Choir is curricular in nature when it is part of the school day
and when it is required of every child. Membership is compromised of students in grades 5-8. Students in grade 4 have the option of joining the Junior Choir.
B. Theory
1. Pitch
a. Children should be able to follow a melody up and down and strive
for accuracy in pitch.
b. Children should become familiar with the location of pitches on a
given staff.
2. Rhythm
a. Children should be able to clap out given rhythms correctly.
b. Children should be able to recognize note values.
c. Children should be able to identify beats and also rests.
d. A full knowledge of rhythm will aid the children in counting and
keeping time.
3. Dynamics
a. Children should be able to differentiate between loud and soft.
b. Children should be able to differentiate between slow and fast.
c. Children should be able to identify accent marks.
4. Color (Timbre)
a. Children should be able to distinguish between sounds such as
full or breathy.
b. Children should be introduced to the families of instruments to
distinguish between their given sound qualities.
5. Language
a. Children should be acquainted with such musical terms that are
most vital when reading music such as fine, coda, allegro, etc.
6. Reading Music
a. Children should be able to read music on a musical staff.
b. Children should be able to identify the names of notes
c-d-e-f etc., and do-re-mi etc.
c. Children should be able to identify key signatures and also locate
the do or tonic of that key.
d. Children should be able to identify various types of notes.
e. Children should be able to identify and use correctly the time
signatures.
f. Children should be able to differentiate between the treble and the
bass clefs.
g. Children should be able to work with and understand the ideas of
leger lines and other accidentals.
7. Writing Musical Notation
a. Children should have a working knowledge of reading music and
the required theory.
b. Children should be able to correctly form and write notes.
1) correct spacing
2) measures, bar lines
c. Children should be able to do a minimum of composing.
C. Appreciation
1. Listening
a. Children should be exposed to various styles of music such as
classical, oriental, country, jazz, ethnic, rock, church, etc.
b. Children should be able to identify rhythms, patterns, etc., in a given
piece of music.
2. Written
a. Children should be exposed to a wide variety of composers.
1) In-depth study of one or two composers culminated in a
research paper.
2) Write a story that could possibly have inspired a composer to
compose a given piece.
b. Children should be afforded the opportunity to express their
creativity by choosing a poem or story on their own and try to
compose a melody that reflects the same mood and vice-versa.
c. Children should be afforded the opportunity to study an instrument.
1) study its construction
2) study its operation
D. Band
1. Technique
2. Ensembles
3. Performance
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