Kindergarten “I Can” Statements

 

I can…

1. Sing and play songs.
2. Keep and identify a steady beat.
3. Read music.
4. Create music.
5. Use musical opposites.
6. Describe how music makes me feel.
7. Recognize lullabies, marches, and nursery rhymes.
8. Recognize what I did well during a performance, and what I can improve.
9. React to music through moving, creating, and performing.
10. Use my voice to sing, speak, whisper, and shout, and tell the difference between different kinds of voices.
11. Read and write in the creation and study of music.

 

First Grade “I Can” Statements

 

I can…

1. Sing and play songs.
2. Keep and identify a steady beat.
3. Read music.
4. Create music.
5. Use musical opposites.
6. Create a picture or a story to go with a piece of music.
7. Recognize circle games, call and response music, and world music.
8. Recognize what I did well during a performance, and what I can improve.
9. React to music through moving, creating, and performing.
10. Use my voice to sing, speak, whisper, and shout, and tell the difference between different kinds of voices.
11. Read and write in the creation and study of music.

2^nd Grade Music “I Can” Statements

 

I can…

1. Read rhythms.
2. Move to music.
3. Sing and play songs.
4. Rehearse and perform music.
5. Read and write in the creation and study of music.
6. Recognize what I did well during a performance and how I can improve.
7. Identify instrument families.
8. Demonstrate music concepts and musical opposites.
9. Recognize how music and other subjects are connected.
10. Create and write music.

 

3^rd Grade Music “I Can” Statements

 

I can…

1. Read rhythms.
2. Move to music.
3. Sing and play songs.
4. Rehearse and perform music with appropriate behavior.
5. Read and write in the creation and study of music.
6. Recognize what I did well during a performance and how I can improve.
7. Identify instrument families.
8. Demonstrate musical forms and expressive qualities.
9. Use music terms.
10. Create and write music.

 

Fourth Grade Music “I Can” Statements

1. I can read rhythms
2. I can read notes on the treble clef
3. I can perform music
4. I can match pitch
5. I can behave appropriately as an audience member and performer
6. I can play instruments
7. I can evaluate music
8. I can make my own music
9. I can recognize how music, the arts, and history are connected
10. I can read and write in music

 

Fifth Grade Music “I Can” Statements

1. I can read rhythms
2. I can read notes on the treble clef
3. I can perform music
4. I can match pitch
5. I can behave appropriately as an audience member and performer
6. I can play instruments
7. I can evaluate music
8. I can make my own music
9. I can recognize how music, the arts, and history are connected
10. I can read and write in music

6th Grade Band I Can Statements

• I can play with a characteristic tone.
• I can play my instrument using proper posture and hand position.
• I can articulate notes on my instrument.
• I can read and perform pitches, rhythms, and dynamics while playing my instrument.
• I can tap my foot to the beat of the music while playing my instrument.
• I can listen to other musicians and match articulations, dynamics, and phrasing.
• I can attend performances and show up on time, with all the correct equipment, and wearing the correct attire.

Sixth Grade “I Can” Statements 

I can…

1. Read and notate music.
2. Sing and play songs with the correct pitches (music notes) and rhythms.
3. Evaluate music and music performances using music vocabulary.
4. Compose, arrange, and improvise different types of music and movement.
5. I can understand music and how it relates to history and daily life.
6. Respond to music through writing.

I Can Statements

 

8^th Grade Band

 

I CAN play a variety of music.

 

I CAN play alone and with others.

 

I CAN correctly read and perform music.

 

I CAN critique and describe a musical performance.

 

I CAN use my reading skills to interpret music.

 

7^th Grade Band

 

I CAN play a variety of music.

 

I CAN play alone and with others.

 

I CAN correctly read and perform music.

 

I CAN critique and describe a musical performance.

 

I CAN use my reading skills to interpret music.

 

Jazz Band I Can Statements

• I can improvise original melodic/motivic ideas.
• I can play with a characteristic tone.
• I can play in tune.
• I can read and perform music in a variety of jazz styles.
• I can perform with other instrumentalists to achieve a characteristic jazz ensemble sound.
• I can demonstrate appropriate performance etiquette.
• I can use literary skills in the creation and interpretation of music.

Junior High Advanced Chorus

PS 1:      I can sing with a beautiful choral tone and proper breath support.

PS 2:      I can be attentive and focused in a choral rehearsal.

PS 3:      I can sight-read by myself an easy to moderate selection with 80% accuracy.

PS 4:      I can read and perform the expressive markings in a choral score.

PS 5:      I can evaluate my own performance or the performance of other singers.                                     

PS 6:      I can notate simple rhythms, pitches, and dynamics.

PS 7:      I can use literary skills in relation to music.

 

Mixed Chorus

PS 1:      I can sing with a beautiful choral tone and proper breath support.

PS 2:      I can be attentive and focused in a choral rehearsal.

PS 3:      I can sight-read by myself an easy to moderate selection with 80% accuracy.

PS 4:      I can read and perform the expressive markings in a choral score.

PS 5:      I can evaluate my own performance or the performance of other singers.                                     

PS 6:      I can notate simple rhythms, pitches, and dynamics.

PS 7:      I can use literary skills in relation to music.

 

Piano

PS 1:   I can perform a short song on the piano keyboard using effective expression.

PS 1a:    I can practice hands separately first and then play them together.

PS 2:      I can perform a C major scale, hands together in one octave.

PS 3:      I can read, explain, and write rhythms in simple meters.

PS 3a:    I can clap, count, write, and play rhythms in various time signatures.

PS 4:      I can use standard pitch notation in both the treble and bass clefs.

PS 5:      I can use literary skills in the creation and interpretation of music.

PS 6:      I can demonstrate the rehearsal skills of a well-trained musician.

ADVANCED TREBLE

Priority Standard	I Can Statement	Assessment	Proficiency Scale
SING IN LARGE AND SMALL ENSEMBLES with technical accuracy and expression through proper sound production and good breath control, using the full singing range.	I CAN sing in large and small groups with technical accuracy and expressiveness, matching what the music, style, and genre (of various kinds) demands.
SING AT SIGHT simple rhythms and melodies with skips based on intervals in the major scale.	I CAN sight sing short musical examples that are based off of the major scale with at least an 80% accuracy.
PERFORM  EXPRESSIVE CONTENT for an audience in response to musical directions and audience consideration	I CAN perform expressive symbols in music that include dynamics, articulation, and stylistic directions that connect to an audience and are appropriate to the performance setting.
DEMONSTRATE rehearsal skills of a well-trained singer and contributing member of an ensemble.	I CAN demonstrate well-trained singer rehearsal skills that show positive contribution to an ensemble and effective strategies to meet individual and group challenges in the music.
USE LITERARY SKILLS in the creation and interpretation of music.	I CAN recognize quality/non-quality performances and give reasoning to my choice.   I CAN also give suggestions to better a musical performance or create new music, practicing the elements of giving and receiving feedback.

 

CANTABILE

Priority Standard	I Can Statement	Assessment	Proficiency Scale
SING IN LARGE AND SMALL ENSEMBLES with technical accuracy and expression through proper sound production and good breath control, using the full singing range.	I CAN sing in large and small groups with technical accuracy and expressiveness, matching what the music, style, and genre (of various kinds) demands.
SING AT SIGHT simple rhythms and melodies with skips based on intervals in the major scale.	I CAN sight sing short musical examples that are based off of the major scale with at least an 80% accuracy.
PERFORM  EXPRESSIVE CONTENT for an audience in response to musical directions and audience consideration	I CAN perform expressive symbols in music that include dynamics, articulation, and stylistic directions that connect to an audience and are appropriate to the performance setting.
DEMONSTRATE rehearsal skills of a well-trained singer and contributing member of an ensemble.	I CAN demonstrate well-trained singer rehearsal skills that show positive contribution to an ensemble and effective strategies to meet individual and group challenges in the music.
USE LITERARY SKILLS in the creation and interpretation of music.	I CAN recognize quality/non-quality performances and give reasoning to my choice.   I CAN also give suggestions to better a musical performance or create new music, practicing the elements of giving and receiving feedback.

 

DYNAMICS

Priority Standard	I Can Statement	Assessment	Proficiency Scale
RECOGNIZE AND IMPLEMENT JAZZ ELEMENTS into a vocal performance.	I CAN recognize and perform the musical elements of jazz, including scatting/improvisation, tighter jazz harmonies, and the use of vibrato as a stylistic technique.
PERFORM MUSIC in service to school and community.	I CAN perform music that serves local and school events, including entertainment purposes, sporting events, and special services.
MOVE ON STAGE with purpose and energy, using the face and the entire body to express the music as a unified ensemble.	I CAN move my body on stage and practice proper facial expression as a unified group in order to fully express the music.
SING IN LARGE AND SMALL ENSEMBLES with technical accuracy and expression through proper sound production and good breath control, using the full singing range.	I CAN sing in large and small groups with technical accuracy and expressiveness, matching what the music, style, and genre (of various kinds) demands.
PERFORM  EXPRESSIVE CONTENT for an audience in response to musical directions and audience consideration	I CAN perform expressive symbols in music that include dynamics, articulation, and stylistic directions that connect to an audience and are appropriate to the performance setting.
DEMONSTRATE rehearsal skills of a well-trained singer and contributing member of an ensemble.	I CAN demonstrate well-trained singer rehearsal skills that show positive contribution to an ensemble and effective strategies to meet individual and group challenges in the music.
USE LITERARY SKILLS in the creation and interpretation of music.	I CAN recognize quality/non-quality performances and give reasoning to my choice.   I CAN also give suggestions to better a musical performance or create new music, practicing the elements of giving and receiving feedback.

 

High School Band – I Can Statements

 

I can play my instrument with correct technique alone and with others

I can read and perform music

I can play a variety of music

I can perform with other instruments for a great band sound

I can sight-read music

I can recognize and apply music terminology

I can use literacy skills in the creation and interpretation of music