Music I CAN (Revised 2022-2023)

Kindergarten

Kindergarten “I Can” Statements

I can…

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

1st Grade

First Grade “I Can” Statements

I can…

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

2nd Grade

2^nd Grade Music “I Can” Statements

I can…

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

3rd Grade

3^rd Grade Music “I Can” Statements

I can…

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

4th Grade

5th Grade

6th Grade Band

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.

6th Grade Music

Sixth Grade “I Can” Statements

I can…

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

7th & 8th Grade Band

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.

Junior High Jazz Band

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 Piano, Mixed Chorus & Advanced Chorus

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

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

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

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

High School Piano

PIANO

Priority Standard	I Can Statement	Assessment	Proficiency Scale
PERFORM A SHORT SONG on the piano keyboard, using effective expression.	I CAN play a short song on the piano with expression and musical accuracy.
PERFORM SCALE EXERCISES using correct fingering.	I CAN play a scale (or exercises built on scale-like patterns) using the correct fingering.
INTERPRET & EMPLOY STANDARD RHYTHMIC NOTATION in simple and compound meters.	I CAN recognize standard rhythm symbols and know how to properly play and count them in multiple time signatures (4/4, 6/8, 2/2)
INTERPRET & EMPLOY STANDARD PITCH NOTATION in the treble and bass clefs.	I CAN recognize pitch symbols on the staff in both treble and bass clefs, as well as identify those pitches on the keyboard.
COMPOSE a short song on the piano that can be printed and played for the class.	I CAN compose a short song using an original idea with chorded accompaniment, and utilize notation software.
USE LITERARY SKILLS in the creation and interpretation of music.	I CAN study to create and identify music that shares specific styles of genres, eras, and composers.	a. Develop and explain interpretations of varied works, demonstrating an understanding of the composers’ intent by citing technical and expressive aspects as well as the style/genre of each work.

Jazz Band

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.

Music Appreciation

MUSIC APPRECIATION

Priority Standard	I Can Statement	Assessment	Proficiency Scale
DISTINGUISH between genres of music.	I CAN recognize musical elements reflective of multiple genres and eras (both American music and European music history).
DISCUSS components of musical structure (time, pulse, aesthetic goals, and instruments).	I CAN talk about how a song’s overall sound, use of rhythm and harmony, form, and instrumentation reflects a particular style or genre.
IDENTIFY the elements of music in aural examples.	I CAN talk about the different musical elements present within a song and how they are treated.
DETERMINE the purpose of music for the listener and intended audience.	I CAN identify the purpose of music being played and the appropriate audience setting.
UNDERSTAND the role each person plays in the preservation of today’s music.	I CAN recognize the values of music as a human, consumer, and its connection to history and culture.
USE LITERARY SKILLS in the creation and interpretation of music.	I CAN describe music verbally and in a clear written way that discusses the music being played or performed and the overall perception.

Vocal Techniques

VOCAL TECHNIQUES

Priority Standard	I Can Statement	Assessment	Proficiency Scale
SELECT APPROPRIATE REPETOIRE considering performance context and appropriate audience.	I CAN select music that is appropriate for my performance setting/event, intended audience, and current level of musicianship.
UNDERSTAND how musical ideas and works relate to their historical, societal, and cultural context.	I CAN discuss how music is connected to history through events in history, society norms and expectations, and various cultures and reflect that connection in my performance.
DEVELOP AND APPLY APPROPRIATE REHEARSAL STRATEGIES to reach a performance goal.	I CAN come up with strategies for rehearsal to meet a performance goal by using the feedback from myself and others.
CONVEY MEANING to an audience through the solo presentation of a musical work, using expression.	I CAN determine the meaning of a piece of music and express that through my performance to an audience using facial expression and musical techniques.
DEMONSTRATE CORRECT VOCAL PRODUCTION TECHNIQUES using appropriate vocal tone, expression, and musical fundamentals.	I CAN demonstrate vocally proper vocal technique production through a performance that shows appropriate understanding of vocal tone, expression, and musical fundamentals.
EVALUATE THE EFFECTIVENESS OF A PERFORMANCE using teacher and student selected criteria.	I CAN determine quality and non-quality performances of myself and others by working individually or within a group to specify why and give helpful feedback to the performer.
USE LITERACY SKILLS through music interpretation, program presentation, and critiques.	I CAN use literary skills to write about my interpretation of music or a performance in both critiques and programs.

In This Section

Navigation

Music I CAN (Revised 2022-2023)

Kindergarten

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

6th Grade Band

6th Grade Music

7th & 8th Grade Band

Junior High Jazz Band

Junior High Piano, Mixed Chorus & Advanced Chorus

Advanced Treble

Cantabile

Dynamics

High School Band

High School Piano

Jazz Band

Music Appreciation

Vocal Techniques

Links & Resources