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Grade Level
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Creating
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Performing
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Responding
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Connecting
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Kindergarten
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- Create accompaniments for songs and stories
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- Play instruments with a steady beat
- Move to music with a steady beat
- Perform body percussion with a steady beat
- Echo rhythms with a steady beat
- Sing tunefully
- Play many different kinds of music
- Read simple rhythms in duple meter
- Sing and play loudly and softly
- Explore and demonstrate different musical opposites: high/low, fast/slow, and soft/loud
- Use different types of voices: singing, speaking, whispering, and shouting
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- Be respectful while watching a performance
- Move to music and show sound and silence
- Identify lullabies, marches, and nursery rhymes/chants
- Describe the function of lullabies, marches, and nursery rhymes/chants
- Describe how elements of music are used in lullabies, marches, nursery rhymes/chants
- Self-assess the quality of performance
- Tell the difference between male, female, and children’s voices
- Tell the difference between nature, man-made and animal sounds
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- Describe how a piece of music makes you feel
- Explore the relationship between music and disciplines outside the arts
- Use literary skills in the creation and interpretation of music
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Grade Level
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Creating
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Performing
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Responding
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Connecting
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1st Grade
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- Create accompaniments for songs and stories
- Improvise short rhythmic patterns
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- Perform with a steady beat
- Echo rhythms with a steady beat
- Sing and play instruments with fast and slow tempi
- Sing and play following the directions of the teacher
- Sing tunefully
- Play many different kinds of music
- Read simple rhythms using quarter notes, quarter rests, and eighth note pairs
- Explore and demonstrate different musical opposites: high/low, fast/slow, long/short, smooth/separated, soft/loud, and up/down
- Move to show different musical opposites
- Use icons for high and low sounds
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- Be respectful while watching a performance
- Identify circle games, call and response songs, Western music, and non-Western music
- Describe the function of circle games, call and response songs, Western music, and non-Western music
- Describe how elements of music are used in circle games, call and response songs, Western music, and non-Western music
- Self-assess the quality of performance
- Recognize music of now and long ago
- Tell the difference between male, female, and children’s voices
- Tell the difference between accompanied and unaccompanied music
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· Describe what you imagine when you hear a piece of music
· Use words such as happy/sad, light/dark, and same/different to describe works of music, art, dance, or theatre
· Identify ways other disciplines are interrelated to music
· List common themes found in all subject areas
· Use literary skills in the creation and interpretation of music
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Grade Level
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Creating
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Performing
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Responding
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Connecting
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2nd Grade
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- Improvise short rhythmic and melodic patterns
- Create a simple rhythmic phrase
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- Sing, play, and perform a variety of songs while following the directions of the teacher
- Echo short rhythm patterns
- Demonstrate loud and soft
- Demonstrate fast and slow
- Sing with accurate pitch
- Read and perform simple rhythmic patterns
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- Be respectful while watching a performance
- Demonstrate appropriate stage presence
- Identify accompanist and soloist responsibilities
- Recognize basic musical forms
- Move to musical opposites and basic forms
- Hear and tell the difference between pitched and non-pitched percussion
- Identify melodies that move up, down, or stay the same
- Identify p for piano and f for forte
- Self-assess the quality of performance
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- Describe a personal response to tempo
- Identify ways other disciplines are interrelated to music
- Identify and describe the function of music in many settings and cultural events
- Use literacy skills in the creation and interpretation of music
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Grade Level
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Creating
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Performing
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Responding
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Connecting
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3rd Grade
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- Improvise simple rhythmic and melodic accompaniments
- Create a simple rhythmic and melodic composition
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- Sing, play, and perform a variety of songs while following the directions of the teacher
- Echo short rhythmic and melodic patterns on instruments
- Demonstrate dynamics and tempi
- Sing with accurate pitch
- Read and perform simple rhythmic patterns
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- Be respectful while watching a performance
- Identify composer and conductor responsibilities
- Recognize basic musical forms
- Move to music forms and expressive elements
- Identify instrument families
- Hear and tell the difference between methods of sound production and ensemble groupings
- Identify standard symbols and notate rhythmic patterns and dynamics
- Interpret expressive markings
- Compare and contrast terms used in the arts
- Identify “The Star-Spangled Banner” as the National Anthem
- Self-assess the quality of performance
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- Describe a personal response to tone
- Identify ways other disciplines are interrelated to music
- Identify and describe the function of music in many settings and cultural events
- Use literacy skills in the creation and interpretation of music
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Grade Level
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Creating
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Performing
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Responding
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Connecting
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4th Grade
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- Analyze, identify and notate rhythmic patterns
- Identify treble clef pitches
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- Sing varied songs
- Play varied songs
- Match pitch
- Echo rhythms on instruments
- Play three pitches on an instrument
- Create a variety of music and movement
- Improvise
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- Discuss and demonstrate listening behaviors
- Identify forms and composition techniques
- Self-assess quality of performance
- Respond to music examples
- Identify elements of diverse cultures
- Identify and describe teacher-selected genres
- Identify ways other disciplines are related to music
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- Music related careers
- School involvement opportunities
- Distinguish between vocal and orchestral groupings
- Instruments in diverse cultures
- Science of sound in string and percussion instruments
- Use literacy skills in the creation and interpretation of Music
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5th Grade
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- Create rhythms on classroom instruments.
- Create an opera.
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- Perform in front of class.
- Perform in small groups.
- Perform in large groups.
- Sing and play a variety of songs.
- Sing and play instruments with fast and slow tempo
- Sing and play following the directions of the teacher
- Sing tunefully
- Play and sing many different kinds of music
- Read simple and complex rhythms using quarter notes, quarter rests, and eighth note pairs
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- Understand proper behavior in a performance
- Understand and demonstrate appropriate audience behavior
- Identify different genres of music.
- Critique the work of others.
- Evaluate and assess their own performance.
- Being able to identify different musical instrument families.
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- Comprehend what a composer is expressing within the song.
- Explore the value of music and how it makes one feel.
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Grade Level
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Creating
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Performing
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Responding
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Connecting
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6th Grade Music
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- Create folk rhythm song.
- Develop a simple melody.
- Create music through an app, such as Garage Band.
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- Perform in front of class.
- Perform in small groups.
- Perform in large groups.
- Sing and play a variety of songs
- Sing and play instruments with fast and slow tempi
- Sing and play following the directions of the teacher
- Sing tunefully
- Play many different kinds of music
- Read complex rhythms using quarter notes, quarter rests, and eighth note pairs
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- Understand proper behavior in a performance
- Understand and demonstrate appropriate audience behavior
- Identify different genres of music.
- Critique the work of others.
- Evaluate and assess their own performance.
- Being able to identify different musical instrument families.
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- Comprehend what a composer is expressing within the song.
- Explore the value of music and how it makes one feel.
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6th Grade Band
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- Create rhythms with eighth, quarter, half, and whole notes
- Perform with body movements the rhythms
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- Perform etudes from the book daily to enhance abilities
- Perform age appropriate musical selections for the first time to understand full band arrangements and how they should sound
- Use musical vocabulary to interpret music (dynamics, articulation, etc.)
- Students will perform publicly and demonstrate material mastered and concert etiquette
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- Use given criteria to critique performances using musical vocabulary
- Formative assessment daily to respond to rehearsal sections
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- Analyze and apply the general feeling of song (slow and pretty, march, fast and loud, etc.)
- Use the interpretation to apply musical elements to the song
- Apply basic feelings (happy, sad, angry) to the style of the music
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