Music K to 1
Structure - Elements of Melody

It is expected that students will:

• identify changes in pitch and melodic direction
• use singing skills to reproduce melodies
• distinguish one melody from another
• identify melodic phrases in classroom repertoire

To view the prescribed learning outcomes for Structure - Elements of Melody in other grades click on an icon below.

• Using a familiar poem, have students experiment with vocal sounds (e.g., speaking, singing, whispering) using high, low, and same pitches.
• Encourage students to participate in singing games in which the actions change with each phrase. Then ask them to create visual representations (e.g., song maps, phrase mark symbols, sculptures) of the phrases.
• Select a melody from classroom repertoire. Identify high and low pitches and the melodic direction. Have students map the direction of the melody by using hand and arm signals or by creating a movement sequence.
• Ask students to sing words, phrases, or their names using a single pitch. Have them repeat, this time singing their names using whichever pitches seem natural. Represent the pitches with high and low dots on the chalkboard or overhead.
• Encourage students to take turns starting a song by giving a signal (e.g., arm movement) and determining the starting pitch for the rest of the class to match.
• Choose a song from classroom repertoire. Ask half the class to sing the song while the other half performs a simple ostinato using body percussion or instruments.
• Introduce accompaniment (e.g., piano, guitar, autoharp, karaoke, studio track recordings) to classroom repertoire. Have students practise singing the melody to the accompaniment.
• Have students work in groups to identify same and different melodic phrases. Groups can then use colours, shapes, and textures as notation to represent these phrases.
• Use an echoing strategy to model a simple melodic line and have students echo the melody. Then ask them to take turns echoing with partners. Ask individuals to lead the class or small groups in further echoing activities.

Suggested Assessment Strategies

• When students participate in classroom singing activities, look for evidence that they are able to:
  • sing familiar songs from classroom repertoire
  • distinguish one song or melody from another
  • express preferences among songs in classroom repertoire
  • listen to and repeat the singing ideas of others
  • contribute their own singing ideas
  • learn new songs
• As students become familiar with the hand and arm signals that indicate melodic direction (e.g., up and down, high and low, stay the same), have them work with partners to practise hand signals to a well-known song. Invite individuals to lead the class, using their practised hand signals, while other students sing the song. As students perform their hand signals, look for:
  • connections between hand signals and changes in pitch and melodic direction
  • willingness to participate in singing
• After students have participated in a variety of songs and singing games, ask each to choose a favourite song to sing with a partner or alone. Note the extent to which they are able to:
  • accurately reproduce the melody
  • sing in tune

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