[HANASHIR:9057] Re: Looking for jewish music curriculum

[Marilyn Cohen <bubbec...>]

It seems that some of you were able to open the curriculum, and some weren't,
sooooooo here it is one more time.
Marilyn

Hi There Everyone--
       I  didn't know that my curriculum would generate so much interest.  I'm
   going to attach a copy of the curriculum for a Solomon Schechter Lower
   School (which is N-5) and an updated music overview that I wrote.  The
   original curriculum is from 1995 and may need to be up dated. The overview
   is current and is being used with the curriculum in a K-8 Solomon Schechter.

   If anyone makes any changes, please send me a copy of them.

   You have my permission to use the curriculum as you need, however, please
give me credit.

        Feel free to write me if you have any questions.

   Marilyn Cohen
   bubbec (at) home(dot)com


MUSIC CURRICULUM
SOLOMON SCHECHTER DAY SCHOOL OF ESSEX AND UNION COUNTIES

A sequential development of basic music concepts and music listening skills is
emphasized using the Music and You series by MacMillan, copyright 1989.
Eclectic methods of teaching music are used to offer the children as many
musical experiences as possible.  The ORFF method emphasizes using natural
rhythms and allows children to use musical instruments.  The Kodaily method
employs the use of voice with musical games.  The Dalcorze method incorporates
music through movement.  Holiday songs reflecting both our Judaic and American
heritage are taught on all levels to enhance the social studies.

Nursery

Objectives
1. To keep a steady beat.
2. To sing on pitch - SOL-MI - melodies using the pentatonic scale.
3. To learn simple rhythms; quarter and eighth notes in common time.
4. To learn songs for holidays and feel part of Klal Yisrael.
5. To begin an appreciation of listening music.


Kindergarten

Objectives
1. To recognize AB FORM in songs and simple listening selections.
2. To begin rhythm reading from cards -- quarter and eighth notes in common
time.
3. To sing on pitch simple melodies -- SOL, MI, LA -- in the pentatonic scale.
4. To begin an awareness of orchestral instruments and to identify those heard.
5. To begin simple Solid Bourdun patterns -- C-G on the ORFF instruments.
6. To be aware of the changes in music in tempo (fast and slow), and dynamics
(loud and soft).

 First Grade

Objectives
1.  To recognize  AB FORM in songs and simple listening selections
2.  To begin rhythm reading from cards ---quarter an eighth notes in common time

3.  To sing on pitch simple melodies--SOL, MI, LA  --  in  the pentatonic scale
4.  To begin an awareness to orchestral instruments and to identify those heard
5.  To begin simple Solid Bourdun patterns ---C-G   on the ORFF instruments
6.. To be aware of the changes in music in tempo (fast and slow) and dynamics
(loud and soft)

Second Grade

Objectives
1. To recognize ABA FORM in both vocal and listening music.
2. To begin simple vocal harmonic development, by singing with ostinato
accompaniment.
3. To be aware of and able to hear simple harmonic patterns on the ORFF
instruments;
 C - G - C- G and C - D - E - G.
4. To have an awareness of orchestral instruments and to identify those heard.
5. To begin to see the way the different arts can relate to each other.
6. To explore additional changes in music such as register (high and low).
7. To continue to add to the repertoire for holidays, both Judaic and American.

Third Grade

Objectives
1. To recognize the parts of music in a more specific way: AABBAA and RONDO.
2. To continue vocal harmonic development by singing in two part round.
3. To add to the harmonic patterns on the ORFF instruments;  AGAGA  and CGCG.
4. To add unpitched instruments to orchestrations.
5. To be able to sing simple melodies in the pentatonic scale -- DO, MI, SOL, LA
in pitch.
6. To continue to build the vocal repertoire.
7. To be aware of the four families of instruments of the orchestra.
8. To become aware of music vocabulary.
9. To be aware of major and minor modes.

Fourth Grade

Objectives
1. To recognize Theme and Development form in listening music.
2. To continue vocal harmonic development by introducing three part rounds and
descants.
3. To introduce the idea of syncopation in music beginning with rhythm reading;
eight - quarter -  eight.
4. To begin more difficult orchestrations with the ORFF instruments, using both
pitched and unpitched  instruments.
5. To add RE, to complete the pentatonic scale.
6. To recognize the instruments of the orchestra and to which family they
belong.
7. To continue to add to the musical vocabulary.
8. To continue to add to the vocal repertoire.
9. To learn about the art of the ballad and how it contributed to history.
10. To learn the meter of 3/4 time.

Fifth Grade

Objectives
1. To be aware of Sonata Allegro Form in listening music.
2. To continue harmonic development by adding partner songs and simple two-part
harmonies.
3. To add to rhythmic skills; the triplet and the sixteenth notes.
4. To add to instrumental development by introducing I-V harmony on the ORFF
instruments.
5. To be able to create simple orchestrations on both the pitched and unpitched
instruments.
6. To develop an awareness of American music, such as Jazz and the Blues.
7. To develop an awareness of Jewish music such as Klezmer and Nusach of
different cultures.
8. To become aware of composersí biographies.

Experience
While experiences in music vary with grade level, the following activities are
used:

1. Movement
2. Dance
3. Echo songs and rhythms
4. Unpitched instruments
5. Melody ORFF instruments
6. Games
7. Singing
8. Tapes and CDís
9. Films and videos





Music Overview
SOLOMON SCHECHTER ACADEMY
HOWELL, NJ

The music program at Solomon Schechter is made up of several elements.  It is a
sequential method of basic music concepts and listening skills.   Eclectic
methods of teaching music are used to offer the children as many musical
experiences as possible.  The Orff Method emphasizes using natural rhythms and
allows children to use musical instruments.  The Kodaily Method employs the use
of voice to teach musicianship through musical games.  The Dalcorze Method
incorporates music concepts through movement.  Holiday songs reflecting both our
Judaic and American heritage are taught on all levels.
.
The music program gives the child a chance to explore many avenues of music.
They will listen to classical music, play pitched and unpitched instruments and
sing.  We will explore the following musical concepts:
 1) Rhythm, 2) Dynamics, 3) Register, 4) Tempo, 5) The Art Of Orchestration, and
6) Form

There is a sequential development of rhythm.  The children are expected to read
simple 4 beat rhythms beginning second grade.  They need to be aware of note
values -- eighth, quarter, half and whole notes in the older grades addition
notes will be added, including-- triplets, sixteenth notes, & syncopated
rhythms.

Just as we are constantly aware of the rhythmic patterns in a song or piece of
music, we are also listening for the form. By listening to the "Masters", and
explore music history, as well as form. As the children mature in their
listening skills, I am able to progress from AB and ABA form to more
sophisticated forms of music -- the Rondo, Sonata Allegro Form and Theme and
Variation.

To help bring a greater understanding to the elements of music, recorders are
introduced in 3rd grade and continued in the following years.  The use of the
recorder brings the elements of music together.

In addition to the musicianship segment of my program, a large part of my time
is spent on singing.  It is through song that I teach parts of Judaic
traditions, values, history & customs.  Many of the song that I teach are sung
in many grades.  This is to promote community within the school.  I feel that
families should be able to sing holiday songs together.  I often send songs
sheets home for families to share.  I also include songs from different Judaic
cultures. I try to give the children a feeling of Klal Yisrael.

I try to stress the different Judaic cultures. I use songs of the Eastern
European Jews, and the Sephardic Jews.  I teach songs in Yiddish, and Ladino
besides songs in Hebrew.  I also use many American folk songs.  Often I trace
the development of the Folk song from Europe to America and how it changed along
the way.

I bring awareness about political and social issues through songs of Anti -
Semitisim.  I teach Songs of the Holocaust.  Many of the songs bring in issues
that we as Jews need to be aware.  I also teach song that show the History of
Israel --- from the time of the Alliyot of the late 1890's through the early
wars to current history.  Social and political aspects of American history are
also explored though song.

Songs from the Torah, Pirkai Avot, and other writings emphasize many ethical and
moral issues.  Songs are taken from a wide range of composers. Israeli
composers, such as Naomi Shemer, Nurit Hersh as well as many others to "American
Nusach" such as Debbie Friedman, Jeff Klepper, Sholomo Carlbach, and many other
composers both current and classic, are part of the repertoire.
      Marilyn Cohen