School Improvement in Maryland

Using the State Curriculum: Music, Grade PK

Print:

Perceiving, Performing, and Responding: Aesthetic Education:

Music:

Perceiving, Performing, and Responding: Aesthetic Education

Standard 1.0 Perceiving, Performing, and Responding: Aesthetic Education

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

Indicator

  • 1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment
Objectives
  1. Explore a range of classroom instruments such as wood blocks, triangles, rhythm sticks, maracas, guiros, jingle bells, sand blocks, cymbals, and tambourines
  2. Respond to repeated patterns heard in music
  3. Respond to changes heard in music: fast/slow, loud/soft(quiet), long/short, high/low
  4. Explore sounds in selected environments such as classroom, playground, field trip, cafeteria

Indicator

  • 2. Experience performance through singing, playing instruments, and listening to performances of others
Objectives
  1. Sing songs that use the voice in a variety of ways
  2. Listen to examples of adult male voices, adult female voices, and children's voices
  3. Wait and listen before imitating rhythmic and melodic patterns
  4. Explore steady beat through singing, speaking, and playing classroom instruments

Indicator

  • 3. Respond to music through movement
Objectives
  1. Express music through movement, developing the concept of personal space ("bubble space")
  2. Respond to steady beat through locomotor and non-locomotor movement
  3. Listen for simple directions or verbal cues in singing games
  4. Explore a variety of locomotor and non-locomotor movements to show meter

Indicator

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

August 6, 2008