Using the State Curriculum: Music, Grade 1

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	Perceiving, Performing, and Responding: Aesthetic Education	Historical, Cultural, and Social Context	Creative Expression and Production	Aesthetics and Criticism

Students will demonstrate the ability to perceive, perform, and respond to music.

1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment

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
Identify same and different patterns heard in music
- Arts Lesson Seed
Compare musical sounds: fast/slow, loud/soft (quiet), long/short, high/low
- Arts Lesson Seed
Use and simulate environmental sounds
Listen to and perform music in major and minor modes

2. Experience performance through singing, playing instruments, and listening to performances of others

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
Distinguish among adult male voices, female voices, and children's voices in aural examples
Demonstrate ability to echo short rhythmic and melodic patterns (quarter note, two eighths, and quarter rest)
Practice steady beat through singing, speaking, and playing classroom instruments
Demonstrate meter through chanting, and playing classroom instruments
Perform simple 2- or 4-beat rhythmic ostinatos
Sing a variety of songs with the class or individually, independent of the teacher's or recorded voice(s)
Sing or play in groups, matching dynamic levels (soft and loud)
Demonstrate appropriate audience behavior

4. Experiment with standard and individually created symbols to represent sounds

Use stem notation to read and write rhythm patterns including quarter note, quarter rest, and two eighth notes connected
Relate melodic contour to standard and non-standard notation

August 6, 2008