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  • Elementary Music
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    Music with all its beauty and its aesthetics and shaping of human values and human value is a necessary part of any school curriculum.  School administrators are encouraged to work with school stakeholders to ensure that all students have access to a broad and well-balanced music program, either delivered by the classroom teacher or by a music specialist teacher.  As students participate in many musical experiences, upon reaching the upper elementary years, they are old enough to focus more on specialized areas of study that suit their interests and talents, such as choir or instrumental music.

    It is within a quality music experience that students learn their value as human beings.  The primary task of music education is to train young people to know, love, and respond to music so that they are attuned to what is exemplar in music in general and to what is lastingly beautiful in their cultural heritage.  It is important that students learn to appreciate, understand and evaluate with discrimination the music which they hear or perform.  As such, music instruction should never be reduced to mere entertainment, but should evoke strong affective responses, which are learnable, stimulating and significant in challenging the learner and contributing to their continuing musical growth.

    For all students, performance is a strong motivating factor to reach high levels of achievement. Several points need to be considered when planning performances for children.  These should be a part of the overall planning for the year.  The materials should have musical value, be within the ability of the pupils, and have program appeal for use in performance situations.  The leadership team should plan together the organizational details, give adequate notice to all involved, and allow sufficient time for preparation so that there will be a minimum of tension.  If such attention is given, school performances can be a big boost to community enthusiasm and support for the school and to the pride of the students.

    There are two types of elementary music programs offered by itinerant elementary music teachers – a vocal/general music program and an instrumental music program.
     
    Vocal/General Music Program 

    The vocal/general music teacher provides a comprehensive, standards-based instructional program for students and in-class music professional development for classroom teachers by

    • Instructing approximately 1200 children in 35 classrooms in 5 schools each week
    • Organizing and directing performing groups, such as choir
    • Conducting local staff development through classroom demonstrations, in-service training, workshops and individual conferences
    • Planning and conducting special performances
    • Providing leadership in the broad field of music at each school

    Schools should be prepared to provide a dedicated space for instruction, including secured storage, a white board, chairs, stands, and funding for method/song books and supplies (keyboard, chairs that promote good posture, etc.)

    Instrumental Music Program

    The instrumental music program provides standards-based music instruction on violin, cell, flute, clarinet, trumpet and trombone, starting with beginning classes, with the goal of creating a school orchestra at the school site by:

    • Instructing approximately 400 children in the upper grades in 5 schools each week
    • Organizing and directing performing groups, such as orchestra
    • Conducting local staff development through demonstrations, in-service training, workshops and individual conferences
    • Planning and conducting special performances
    • Providing leadership in the broad field of music at each school

    Schools should be prepared to provide a dedicated space for instruction, including secured storage, a white board, chairs, stands, and funding for method books and supplies (cork grease, strings, valve oil, etc.)  Schools also should consider ways to acquire additional school-owned instruments as the district only provides enough instruments for a beginning level program. 

     

    Group No. of Students Length of Class
    Strings: Year 1 12-15 students 45-60 minutes
    Strings: Year 2 15-18 students 45 minutes, plus ensemble time
    Woodwind & Brass: Year 1 6-12 students, per group 30-45 minutes
    Woodwind & Brass: Year 2 10-18 students, per group 45 minutes, plus ensemble time

      


    Elementary Arts Instructional Guides (AIGs) for Vocal/General Music
     
    Guidelines and Suggested Steps for determining content, sequence, and assessment in music:
     
    Kindergarten
    1. Grade K Table of Contents
    2. Grade K Grade Level Focus
    3. Grade K Module 1
    4. Grade K Module 2
    5. Grade K Module 3
    6. Grade K Module 4
     
    Grade 1
    1. Grade 1 Table of Contents
    2. Grade 1 Grade Level Focus
    3. Grade 1 Module 1
    4. Grade 1 Module 2
    5. Grade 1 Module 3
    6. Grade 1 Module 4

    Grade 2

    1. Grade 2 Table of Contents
    2. Grade 2 Module 1
    3. Grade 2 Module 2
    4. Grade 2 Module 3
    5. Grade 2 Module 4

    Grade 3

    1. Grade 3 Table of Contents
    2. Grade 3 Grade Level Focus
    3. Grade 3 Module 1
    4. Grade 3 Module 2
    5. Grade 3 Module 3
    6. Grade 3 Module 4

    Grade 4

    1. Grade 4 Table of Contents
    2. Grade 4 Grade Level Focus
    3. Grade 4 Module 1
    4. Grade 4 Module 2
    5. Grade 4 Module 3
    6. Grade 4 Module 4

    Activity for the Grade 4 Music AIG

    1. Listening for Expressive Elements (Activity)

    Grade 5

    1. Grade 5 Table of Contents
    2. Grade 5 Grade Level Focus
    3. Grade 5 Module 1
    4. Grade 5 Module 2
    5. Grade 5 Module 3
    6. Grade 5 Module 4

    Charts and Worksheets for the Grade 5 Music AIG

     
     
     
          9. Percussion Module 1
     
    Forms and Documents For the Instrumental Music Teacher--For the First Four to Five Weeks:
     
    DESTINY 
     
     
     

    Music Integration 

    Comparisons between CA state standards in Music, Common Core State Standards in ELA and Math, and CA state standards in History/Social Science and Science are detailed below by grade level.

    Grade K
    Grade 1
    Grade 2
    Grade 3
    Grade 4
    Grade 5


    Recommendations including comparisons between standards and specific suggestions for lessons and activities are listed below by grade level.
     
    **Non-LAUSD teachers may use our lessons in the classroom, but of course, all rights remain the property of LAUSD.  No part of the content may be reproduced or used for commercial purposes.**
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