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Music Curriculum For Elementary School
Any form of artistic ability such as art, music or dance is considered to be an inherent talent. While some children may exhibit an apparent inclination towards music right from the beginning; there may be many others with latent potential. With the right kind of exposure, the hidden abilities such children can be easily tapped. |
In the year 1994, the National Standards for Arts Education laid down certain criterion for art education to be imparted to every American child. Taking care of these standards, every state has been provided the liberty to structure their own respective curriculums that suit their needs best. The main objective behind the implementation of music curriculum at the elementary level of education is to provide a platform for young children to showcase their artistic abilities and help them imbibe knowledge of the tools of music and its technology.
Knowledge imparted in any subject should be coherent with the age of the learner. It has been researched and highlighted that children gain the potential to discriminate and identify the various elements of music with increase in age. The musical elements in that specific sequence include volume, tempo, timbre, pitch, meter, tonality and harmony. This signifies that a child tends to grasp the concept of volume much before pitch. At the elementary level, the children would only be capable of discerning the initial elements in the list.
Therefore, while formulating the music curriculum for elementary age groups, inclusion of the musical opposites such as fast and slow tempos, high and low pitches and short and long durations would be appropriate for levels kindergarten to grade 1; while the detailed comprehension of rhythm, pitch and music instruments should be left for grades 2 and higher.
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