1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment
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1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment
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1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment
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1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment
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1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment
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1. Develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment
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1. Develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment
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1. Evaluate application of the elements of music and characteristics of musical sounds as they are used in a variety of genres and styles representative of world cultures
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1. Evaluate application of the elements of music and characteristics of musical sounds as they are used in a variety of genres and styles representative of world cultures
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1. Evaluate application of the elements of music and characteristics of musical sounds as they are used in a variety of genres and styles representative of world cultures
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a. Explore a range of classroom instruments such as wood blocks, triangles, rhythm sticks, maracas, guiros, jingle bells, sand blocks, cymbals, and tambourines
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a. Experiment with a range of classroom instruments such as wood blocks, triangles, rhythm sticks, maracas, guiros, jingle bells, sand blocks, cymbals, tambourines, and hand drums
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a. Classify classroom instruments by sight and sound such as wood blocks, triangles, rhythm sticks, maracas, guiros, jingle bells, sand blocks, cymbals, tambourines, and hand drums
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a. Classify band and orchestra instruments by sight according to methods of sound production such as blow, pluck and bow, strike, and shake
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a. Categorize band and orchestra instruments by sight and sound according to the string, woodwind, brass, or percussion family
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a. Explain characteristics of band and orchestra instruments to support their belonging to the string, woodwind, brass, or percussion family
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a. Identify a variety of instruments by sight and sound, including the flute, clarinet, saxophone, trumpet, trombone, tuba, violin, cello, tympani, bass drum, snare drum, cymbals, and xylophone
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a. Identify traditional sources of musical sound, world instruments, and non-traditional sources, such as modified instruments, new instruments, and environmental sounds
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a. Categorize sources of musical sound according to the Western Traditional Instrument Classification System (families of instruments) and the Hornbostel-Sachs Instrument Classification System
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a. Compare traditional sources of musical sound with non-traditional sources such as modified instruments, new instruments, and environmental sounds
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b. Respond to repeated patterns heard in music
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b. Identify repeated patterns heard in music
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b. Identify same and different patterns heard in music
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b. Identify call-and-response and verse-and-refrain when presented aurally
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b. Identify ABA and call-and-response musical forms, when presented aurally
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b. Identify theme and variation form in music when presented aurally
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b. Identify rondo form in music when presented aurally
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b. Identify and define standard music notation symbols for pitch and rhythm
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b. Identify and define standard music notation symbols for dynamics and tempo
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b. Identify and define standard music notation symbols for articulation and expression
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c. Respond to changes heard in music: fast/slow, loud/soft(quiet), long/short, high/low
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c. Identify sounds as fast/slow, loud/soft (quiet), long/short, high/low
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c. Compare musical sounds: fast/slow, loud/soft (quiet), long/short, high/low
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c. Listen to, perform, and describe music that illustrates fast/slow, loud/soft (quiet), long/short, high/low
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c. Read music notation including dynamics (p, f), tempo (allegro, adagio), and meter (2/2, 2/4, 4/4, 3/4, and 6/8)
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c. Read music notation including dynamics (p, f, mp, and mf), tempo (allegro, adagio, and moderato), and meter (2/2, 2/4, 4/4, 3/4, 6/8, and 5/4)
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c. Read music notation including dynamics (p, f, mp, mf, pp, and ff), tempo (allegro, adagio, moderato, and andante), and meter (2/2, 2/4, 4/4, 3/4, 6/8, 5/4, and 12/8)
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c. Listen to and describe music, with attention to form, genre, cultural influences, performance media, and other prominent elements of music
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c. Listen to and distinguish among forms of music, including ABA, call-and-response, theme and variation, rondo, and fugue
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c. Identify and describe musical form using aural examples
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d. Explore sounds in selected environments such as classroom, playground, field trip, cafeteria
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d. Explore and discuss sounds heard in selected environments such as classroom, playground, field trip, cafeteria
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d. Use and simulate environmental sounds
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d. Identify and describe environmental sounds
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d. Describe environmental sounds heard, with attention to tempo, dynamics, and pitch
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d. Describe environmental sounds heard, with attention to rhythm
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d. Describe environmental sounds heard, with attention to tone color and intervals (same, step, skip)
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d. Categorize aural music examples representing diverse genres and world cultures, using musical terms
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d. Describe aural musical examples representing diverse genres and world cultures, using musical terms
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d. Analyze aural music examples representing diverse genres and world cultures, using musical terms
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e. Listen to and perform music in major and minor modes
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e. Listen to, perform, and describe music in major and minor modes
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e. Distinguish between major and minor modes presented aurally
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e. Listen to and distinguish among voices as children's, adult male, and adult female
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e. Listen to and identify adult voices as soprano, alto, tenor, or bass
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e. Listen to and categorize music representing diverse genres and world cultures
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e. Listen to music representing diverse genres and world cultures and analyze its elements and structure
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e. Compare motivic or thematic development in aural examples of musical styles and diverse genres representative of world cultures
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f. Listen to and identify instruments from various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar
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f. Listen to and describe instruments from various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar
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f. Listen to and compare instruments from various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar
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f. Listen to and demonstrate characteristic sounds on instruments of various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar
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2. Experience performance through singing, playing instruments, and listening to performances of others
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2. Experience performance through singing, playing instruments, and listening to performances of others
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2. Experience performance through singing, playing instruments, and listening to performances of others
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2. Experience performance through singing, playing instruments, and listening to performances of others
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2. Experience performance through singing, playing instruments in general, vocal, and instrumental settings, and listening to performances of others
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2. Experience performance through singing and playing instruments in general, vocal, and instrumental settings, and listening to performances of others
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2. Experience performance through singing and playing instruments in general, vocal, and instrumental settings, and listening to performances of others
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2. Develop the skills needed in the performance of music in general, vocal, and instrumental settings
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2. Develop the skills needed in the performance of music in general, vocal, and instrumental settings
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2. Develop the skills needed in the performance of music in general, vocal, and instrumental settings
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a. Sing songs that use the voice in a variety of ways
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a. Experiment with vocal sounds that use a variety of pitches: singing in an age-appropriate range, speaking, whispering, and calling
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a. Demonstrate vocal qualities, such as head voice and chest voice and sing with high and low vocal sounds, matching pitches within an age-appropriate vocal range
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a. Use the head voice to sing a varied repertoire of songs, singing games, and songs with instrumental accompaniment, matching pitches within an age-appropriate vocal range
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a. Perform accurately simple rhythms at sight from standard notation: whole notes and whole rests, half notes and half rests, quarter notes and quarter rests, two eighth notes connected
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a. Perform accurately simple rhythms at sight from standard notation: tied notes (whole, half, and quarter combinations)
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a. Perform accurately simple rhythms at sight from standard notation: four sixteenth notes, eighth rests
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a. Demonstrate accuracy and independence in playing in ensembles on a variety of classroom instruments (8 measures)
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a. Demonstrate accuracy and independence in playing in ensembles on a variety of classroom instruments (16 measures)
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a. Demonstrate accuracy and independence in playing solos and ensembles on a variety of classroom instruments
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b. Listen to examples of adult male voices, adult female voices, and children's voices
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b. Listen to examples of adult male voices, adult female voices, and children's voices
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b. Distinguish among adult male voices, female voices, and children's voices in aural examples
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b. Describe the differences among adult male voices, adult female voices, and children's voices
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b. Sing and play a variety of music at a given tempo, using correct posture and clear diction or articulation
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b. Sing and play a variety of music with accurate intonation and characteristic timbre
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b. Sing and play a varied repertoire of music representing diverse genres, styles, and world cultures, adhering to given expression markings
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b. Perform accurately vocal or instrumental music representing diverse genres and world cultures
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b. Perform vocal or instrumental music representing diverse genres and world cultures with tone color and blend characteristic of the work being performed
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b. Perform vocal and instrumental music representing diverse genres and world cultures with expression characteristic of the work being performed
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c. Wait and listen before imitating rhythmic and melodic patterns
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c. Wait and listen before imitating rhythmic and melodic patterns
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c. Demonstrate ability to echo short rhythmic and melodic patterns (quarter note, two eighths, and quarter rest)
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c. Echo a variety of short rhythmic and melodic patterns (quarter note, two eighths connected, half note, whole note, and quarter rest)
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c. Sing two- and three-part rounds accurately
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c. Sing partner songs and songs with descants accurately
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c. Sing songs accurately in simple two-part harmony using two-staff systems
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c. Sing with expression and technical accuracy a stylistically varied repertoire of vocal literature with a level of difficulty of 1, on a scale of 1 to 6, including some songs performed from memory (for students enrolled in vocal performance ensembles)
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c. Sing with expression and technical accuracy a stylistically varied repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory (for students enrolled in vocal performance ensembles)
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c. Sing with expression and technical accuracy a stylistically varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs from memory (for students enrolled in vocal performance ensembles)
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d. Explore steady beat through singing, speaking, and playing classroom instruments
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d. Explore steady beat through singing, speaking, and playing classroom instruments
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d. Practice steady beat through singing, speaking, and playing classroom instruments
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d. Demonstrate the ability to maintain a steady beat through singing, speaking, and playing classroom instruments
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d. Perform ostinatos to support given melodies
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d. Perform rhythmically and melodically correct ostinatos or chordal accompaniment patterns while other students sing or play contrasting parts
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d. Perform accurately and independently instrumental parts while other students sing or play contrasting parts
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d. Play with expression and technical accuracy a stylistically varied repertoire of instrumental literature with a difficulty of 1, on a scale of 1 to 6, including some solos performed from memory (for students enrolled in instrumental performance ensembles)
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d. Play with expression and technical accuracy a stylistically varied repertoire of instrumental literature with a difficulty of 2, on a scale of 1 to 6, including some solos performed from memory (for students enrolled in instrumental performance ensembles)
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d. Play with expression and technical accuracy a stylistically varied repertoire of instrumental literature with a difficulty of 3, on a scale of 1 to 6, including some solos performed from memory (for students enrolled in instrumental performance ensembles)
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e. Explore beat groupings (meter) through singing, speaking, and playing classroom instruments
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e. Demonstrate meter through chanting, and playing classroom instruments
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e. Perform and identify simple and compound meters
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e. Explain appropriate performance behavior
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e. Exhibit appropriate performance behavior
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e. Sing or play in groups, blending timbres, matching dynamic levels, and responding to the conducting cues of the teacher
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e. Sight-read, accurately and expressively, beginning ensemble literature for students enrolled in instrumental performance ensembles. For students enrolled in vocal performance ensembles, sight-read music with a level of difficulty of 1, on a scale of 1 to 6
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e. Sight-read, accurately and expressively, music with a level of difficulty of sub-1, on a scale of 1 to 6 (for students enrolled in instrumental performance ensembles). For students enrolled in vocal performance ensembles, sight-read music with a level of difficulty of 2, on a scale of 1 to 6
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e. Sight-read, accurately and expressively, music with a level of difficulty of 1, on a scale of 1 to 6 (for students enrolled in instrumental performance ensembles). For students enrolled in vocal performance ensembles, sight-read music with a level of difficulty of 3, on a scale of 1 to 6
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f. Explore use of simple 2- or 4-beat rhythmic ostinatos
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f. Perform simple 2- or 4-beat rhythmic ostinatos
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f. Sing one part of a 2-part round while the teacher sings the other part
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g. Sing or play in groups, matching tempo (fast and slow)
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g. Sing a variety of songs with the class or individually, independent of the teacher's or recorded voice(s)
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g. Perform an ostinato while other students perform a contrasting ostinato
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h. Experience as an audience member a variety of concerts, plays, and other age-appropriate programming
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h. Sing or play in groups, matching dynamic levels (soft and loud)
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h. Use good singing and playing posture as demonstrated by the teacher
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i. Demonstrate appropriate audience behavior
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i. Sing from memory a varied repertoire of songs representing genres and styles from diverse world cultures
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j. Listen to a group of voices singing and differentiate between blending voices and voices which are not blending
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k. Describe and demonstrate appropriate audience behavior
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3. Respond to music through movement
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3. Respond to music through movement
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3. Respond to music through movement
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3. Respond to music through movement
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3. Respond to music through movement
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3. Respond to music through movement
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3. Respond to music through movement
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3. Respond to music through movement
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3. Respond to music through movement
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3. Respond to music through movement
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a. Express music through movement, developing the concept of personal space ("bubble space")
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a. Demonstrate understanding of personal space while moving to music
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a. Demonstrate musical characteristics through movement to music
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a. Create movement patterns for music and describe the relationships of movement to music
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a. Create movement patterns to communicate meaning or feeling in music and describe the relationships of movement to music
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a. Perform singing games and traditional dances from a variety of world cultures
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a. Perform improvised movement to communicate meaning or feeling in music
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a. Communicate rhythmic and expressive intent through movement to music in simple and compound meters
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a. Respond to music expressively through improvised movement
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a. Describe musical structure using original movement patterns while preserving rhythmic and expressive intent.
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b. Respond to steady beat through locomotor and non-locomotor movement
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b. Explore and recognize steady beat through locomotor and non-locomotor movement
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b. Demonstrate steady beat through locomotor and non-locomotor movement
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b. Demonstrate ability to maintain steady beat through locomotor and non-locomotor movement
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b. Conduct music in two meter
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b. Conduct music in four meter
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b. Conduct music in three meter
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c. Listen for simple directions or verbal cues in singing games
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c. Follow simple directions or verbal cues in singing games
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c. Follow musical cues to sequence movement in singing games
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c. Demonstrate sequences of movement in singing games
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c. Create movement patterns to demonstrate aspects of music, such as melodic contour, form, and dynamics
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d. Explore a variety of locomotor and non-locomotor movements to show meter
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d. Use a variety of locomotor and non-locomotor movements to show meter
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d. Respond to meter with a variety of locomotor and non-locomotor movements
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d. Identify meter in aural music examples and convey the meter through movement
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4. Experiment with standard and individually created symbols to represent sounds
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4. Experiment with standard and individually created symbols to represent sounds
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4. Experiment with standard and individually created symbols to represent sounds
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4. Experiment with standard and individually created symbols to represent sounds
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4. Experiment with standard and individually created symbols to represent sounds
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4. Experiment with standard and individually created symbols to represent sounds
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4. Experiment with standard and individually created symbols to represent sounds
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4. Read standard notation and apply it to the performance of music
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4. Read standard notation and apply it to the performance of music
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4. Read standard notation and apply it to the performance of music
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a. Interpret picture symbols representing musical characteristics
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a. Use stem notation to read and write rhythm patterns including quarter note, quarter rest, and two eighth notes connected
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a. Identify and apply 2, 3, 4, and 6 as representing meter in aural and visual examples
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a. Indicate occurrences of chord changes presented aurally (I and V chords)
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a. Read standard chord symbols and play the represented chords on classroom instruments (I and V chords)
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a. Read standard chord symbols and play the represented chords on classroom instruments (I, IV, and V chords)
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a. Read and perform music that includes whole, half, quarter notes and rests and two connected eighth notes grouped in duple, triple, quadruple, and mixed meters
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a. Read and perform music that includes four sixteenth notes grouped, in duple, triple, quadruple, and mixed meters
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a. Read and perform music that includes sixteenth notes and rests in duple, triple, and mixed meters including four sixteenth notes grouped, dotted half notes and rests followed by quarter notes and rests, dotted quarter notes and rests followed by eighth notes and rests
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b. Interpret stem notation used to represent rhythms
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b. Relate melodic contour to standard and non-standard notation
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b. Experiment with standard and non-standard notation to represent simple melodies or melodic patterns
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b. Write simple rhythm patterns from dictation using quarter notes, two connected eighth notes, half notes, and corresponding rests in 4/4 time (2 measures)
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b. Write simple rhythm patterns from dictation using quarter, notes, two connected eighth notes, half notes, whole notes and corresponding rests in 2/4 and 3/4 time
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b. Write simple melodic patterns from dictation using quarter, eighth, half, whole, dotted half, four sixteenth notes, and corresponding rests (melodic range of five notes, 2 measures)
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b. Read and perform a variety of polyphonic music, including rounds and partner songs, through singing or on classroom instruments
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b. Read and perform a variety of homophonic music, including music in two or three parts and some with descants, sung or played on classroom instruments
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b. Read and perform a variety of polyphonic and homophonic music on classroom instruments
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c. Create and notate short melodies using non-standard symbols such as icons, dashes and dots, or any system created by and meaningful to the student (2 measures)
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c. Create and notate short melodies on the treble staff, using standard notation (2 measures)
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c. Create and notate melodies on the treble staff using standard notation (4 measures)
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c. Use standard notation to record short dictated melodic phrases and rhythmic patterns (not more than two measures in duple, triple, or quadruple meters; not more than a one-octave diatonic range; rhythms no more complex than whole, half, and quarter notes and rests, and two connected eighth notes)
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c. Use standard notation to record short dictated melodic phrases and rhythmic patterns (not more than four measures in duple, triple, or quadruple meters; not more than a one-octave diatonic range; rhythms no more complex than whole, half, and quarter notes and rests, two connected eighth notes, and four sixteenth notes grouped)
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c. Use standard notation to record short dictated melodic phrases and rhythmic patterns (not more than eight measures in duple, triple, or quadruple meters: not more than a one-octave diatonic range; rhythms no more complex than four sixteenth notes grouped, dotted half notes and rests followed by quarter notes and rests, dotted quarter notes and rests followed by eighth notes and rests)
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d. Read and perform simple pitch and rhythm notation on the treble staff in the key of C major, using solfeggio or a comparable system
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d. Read and perform simple pitch and rhythm notation on the treble staff in the keys of F and G major, using solfeggio or a comparable system
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d. Identify occurrences of transposition in music by sight
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d. Define transposition in music
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d. Identify and describe the uses of transposition in music
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e. Identify contrasting musical ideas in aural and notated examples
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e. Identify similar musical ideas in aural and notated examples
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e. Describe similar and contrasting musical ideas in aural and notated examples
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f. Read and perform a variety of polyphonic and homophonic music on classroom instruments
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f. Read and perform a variety of polyphonic and homophonic music on classroom instruments
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f. Read and perform a variety of polyphonic and homophonic music on classroom instruments
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g. Play simple melodies in treble clef at sight on classroom instruments (4 measures)
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g. Play simple melodies in treble and bass clefs at sight on classroom instruments (4 measures)
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g. Sight-read on classroom instruments simple melodies in treble and bass clef (8 measures)
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h. Read and perform a variety of polyphonic and homophonic music at a difficulty level of 1, on a scale of 1 to 6 (for students in vocal and instrumental ensembles)
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h. Read and perform a variety of polyphonic and homophonic music at a difficulty level of 2, on a scale of 1 to 6 (for students in vocal and instrumental ensembles)
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h. Read and perform a variety of polyphonic and homophonic music at a difficulty level of 3, on a scale of 1 to 6 (for students in vocal and instrumental ensembles)
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i. Sight-read individually the melody and rhythm of selected four-measure passages from music at a difficulty level of 1, on a scale of 1 to 6 (for students enrolled in vocal and instrumental ensembles)
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i. Sight-read individually the melody and rhythm of selected four-measure passages from music at a difficulty level of 1, on a scale of 1 to 6 (for students enrolled in vocal and instrumental ensembles)
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i. Sight-read individually the melody and rhythm of selected eight-measure passages from music at a difficulty level of 1, on a scale of 1 to 6 (for students enrolled in vocal and instrumental ensembles)
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