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Standard 1.0 Perceiving, Performing, and Responding: Aesthetic Education: Students will demonstrate the ability to perceive, perform, and respond to music.:
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Standard 1.0 Perceiving, Performing, and Responding: Aesthetic Education: Students will demonstrate the ability to perceive, perform, and respond to music.:
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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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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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b. Respond to repeated patterns heard in music
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b. Identify repeated patterns heard in music
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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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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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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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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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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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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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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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e. Explore beat groupings (meter) through singing, speaking, and playing classroom instruments
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f. Explore use of simple 2- or 4-beat rhythmic ostinatos
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g. Sing or play in groups, matching tempo (fast and slow)
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h. Experience as an audience member a variety of concerts, plays, and other age-appropriate programming
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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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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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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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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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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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a. Interpret picture symbols representing musical characteristics
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b. Interpret stem notation used to represent rhythms
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