Music touches the mind, body, and spirit. Music is a compelling, meaningful, and powerful force in our lives. The serious study of music is vital to the appreciation and understanding of our culture and the cultures of the world. Through listening, performing, and composing, we create opportunities for our students to have a deeper understanding of music. The music curriculum is based upon learning by experience. This is true from the earliest elementary school classes through high school. The primary goals of the music program are to develop basic music literacy in all of our students and to insure that our students have a basic knowledge of music history and literature. All students take music through eighth grade. The music curriculum is organized as an inverted pyramid. As beginning musicians, students learn general skills and concepts (learn to listen). As they develop, they have access to a wide variety of performance, composition, and beginning theory courses, so they may explore their own creative musical impulses.
School Music
The Orff philosophy is the part of our music classes. This philosophy places emphasis on fine and gross motor skills (boom-wackers). Research shows these skills directly improve reading, math, and coordination. Singing is a daily experience in the lower school music classroom (including Kodaly). Additionally, movement, instrumental accompaniment, and improvisation are used on a regular basis. All children are encouraged to respect each other's efforts, as well as to be accepting partners in any game or movement. Children learn to listen, observe, and evaluate their own efforts and musical growth. Various types and styles of music are introduced in class to help instill in children an appreciation for their music and the music of others.
Kindergarten
School students experience music the band room. Kindergartners engage in music through guided exploration that allows them musical self-expression. Children learn songs, follow simple dance and movement directions, and experience rhythm with both Orff and Dalcroze pedagogy.
First and second graders further develop their understanding of pitch, melody, and rhythm by being the musicians and dancers themselves. As an example, in second grade, students create an original song based on a nursery rhyme text using a pentatonic scale. In addition to being introduced to the basic elements of music, students are also exposed to various aspects of music such as syncopation, and how these terms relate to things they hear, sing, and enjoy. Ear training - Major and Minor tonalities. Next students sing more complicated melodies with longer texts. The accompaniments are longer and more complex, and two-part singing is introduced, requiring further demands on each child's musicianship, focus, and concentration. The increased use of the Orff instruments helps to develop the student's skill, musicianship, and growing sense of musical aesthetics. The children realize that they are truly becoming musicians. Additional musicals terms and directions are introduced and students begin to develop an awareness through playing the recorder of the importance of practice as one of the keys to improvement. All students receive instruction from five different aspects of the musical experience (composition, choral singing, performance playing, rhythm, and ear training.) Approximately every 3 class sessions, the children rotate to a different experience.
