Music at Mount Carmel

Curriculum By Grade Level


Goals for the Year 

1. To develop basic musical knowledge: musical hearing and discrimination of sound, 

feeling of rhythm, beat, and tone color 

2. To lead the child to a love of singing, to sing clearly in tune in groups and alone, and 

to move together harmoniously (locomotor coordination). 

3. To awaken in the child an interest for music and to form musical tastes through 

correct performance of melodies. 

4. To influence the sensitivity of the child and to help develop through music a feeling 

for aesthetics. 

5. To develop the body in breathing, walking, and moving. 


 Approximately 80 songs, finger-plays, chants, and rhymes will be learned. Rhythm 

and a feeling for beat are developed in action- and game-songs, marches, finger-plays, and 

in chanting rhymes in unison. Songs used generally deal with the child’s environment 

(animals, seasons, holidays) and are carefully selected with regard to range and rhythmic 


 Training in kindergarten is done without the conscious awareness of the child. 

Teaching of musical concepts will begin in Level 1. 


Level 1 

1.  Rhythm and Beat:   Ta  (Quarter note) 

     Ti-Ti (Eighth note) 

     Rest (Quarter note) 

2.  Melody:    High and low sounds, soft and loud 

     Do Mi So La 


     Pitch matching games 

3.  Harmony:    Intervals formed by the four notes studied 

     (steps, thirds, fourths, fifths, sixths) 

4.  Form:    Question and answer 

     Similarities and differences 

5.  Literature: Approximately 50 songs and games songs are taught 

by rote or notation. 

 Two-part songs, partner songs, ostinatos and dances 

also form repertoire. 


Level 2 

1.  Rhythm:    Meters in time 2, 3, and 4, and upbeat 

Accent, strong beat, barlines, measures, repeat signs, 

first and second endings 


     Fast and slow 

Note values: half, whole, dotted half notes, and half 

and whole rests 

2.  Melody:    New sounds: Re, Do (high), La, So (low) 

     Scales: Pentatonic scales 

3.  Harmony:    Intervals of the pentatonic scale 

4.  Form:    Question and answer 

     Similarities and differences in song lines 

5.  Literature: Approximately 60 songs, many of which are 

memorized with words and syllables 

 Singing games 

 Two- and three-part rounds 

 Partner songs 




Level 3 


1.  Rhythm: Traditional note names are learned: whole, half, 

quarter, eighth, sixteenth 

 Freestanding eighth notes and eighth rests 


 Dotted rhythms 

2.  Melody:    Fa and Ti (whole and half steps) 

     Pentaton scales with passing sounds 

     Five-note scales, major and minor (pentachords) 

     Seven-note major and (natural) minor scales 

     Dynamics, marks of expression 

3.  Harmony:    Chords: major and minor triads 

     Intervals of the major and natural minor scales 


4.  Form:    Question and answer 

Similarities and differences in lines 

Naming of musical sentences with letters 


5.  Literature: Approximately 60 songs, many of which are 


 Singing games and dances 

 American and international folk songs 

 Two-part songs, descants 

 Partner songs 



6.  Reading: Music reading will be practiced from: 

 Rhythmic notation 

 Syllable ladder (so, re, mi…) 

 “Living piano” (each child represents a note) 

 Hand signs 



Upper Levels 



1.  Rhythm and Meter: Syncopations and dotted rhythms 

 Diminished and delayed syncopations 

 Diminished dotted rhythms 

 3/8 and 6/8 meters 

2.  Scales:    Pentaton 

     Penta- and hexachords 

     Major and minor scales 

     Altered notes 

     Chromatic scale 

3.  Harmony:    Intervals 

     Chords, triads, inversions 




4.  Notation:    Absolute and relative pitch 

Grand staff 

History of musical notation 

     Dynamic marks 

5.  Music History: General outline of music history 

 History of the orchestra 

 Introduction to the great composers 

6.  Literature: National and international folk songs 

 Classical music 

 Rounds, partner songs 

A capella and accompanied choral music 


Music Curriculum 


Music curriculum at Our Lady of Mount Carmel School is based largely on the sequential 

music education approach known as the Kodaly Method. This well-known and very fine 

method was adapted for American schools from the original Hungarian model by Katinka 

Daniel. Her many excellent books comprise much of the teaching material and song 

literature used in the classes. The “Levels” of the curriculum do not necessarily correspond 

to class grades (excepting that of Kindergarten), but rather, to musical levels. The 

curriculum under Level 3, for example, may be continued into classroom grade four or five. 

Curriculum listed under “Upper Levels” would generally begin in classroom grade five and 

continue through middle school.