• Kindergarten

    My students should be able to:

     

    _____ 1.  Sing and play with accuracy and expression

     

    _____ 2.  Match 2-pitched and imitate what the teacher sings or plays

     

    _____ 3. Maintain a steady beat and execute rhythmic patterns using body, instruments, or   voice.

     

    _____ 4. Understand changes in music, such as quiet and loud and fast and slow. (Examples:  Students may sing and play rhythmic patterns with varying dynamic levels and varying tempi.)

     

    _____ 5. Use correct position and technique to sing and play instruments.  (Examples: Students use strategies, such improving posture to produce a more well-supported vocal sound, holding mallets correctly when playing barred instruments or wood blocks, patting a drum lightly or with more force to change the dynamic level.)

     

    _____ 6. Read and perform rhythm patterns using standard notation for quarter notes and quarter rests. (Examples:  Students read 4-beat rhythm patterns from iconic or standard notation and perform through clapping or playing unpitched percussion instruments such as drums, sticks, etc.)

     

    _____ 7.  Improvise to create simple rhythmic and melodic variations on a known tune, such as, “Twinkle, Twinkle, Little Star.”

     

    _____ 8.  Select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations.  (Example:  students select various sounds (instruments, vocal, environmental) to represent words, phrases, characters, or sounds in literary works.)

     

    _____ 9.  Create rhythm patterns using quarter notes and quarter rests.  (Examples:  Use iconic note cards, pictures, or manipulatives)

     

    Notes:  Kindergarten through 2nd grade children are creatively uninhibited and tend to be eager to perform their accomplishments in front of a willing audience.  The creative process motivates students to share, analyze, and evaluate their own work and the work of others.  Opportunities for informal sharing are developmentally appropriate at the K-2 level.  “Informances” may be used to demonstrate the process for how students arrive at the product or performance as a result of instruction.  Presenting what has been studied or created in the music class is a learning experience that helps children build confidence and pride in their work.  Sharing musical experiences also helps students foster an appreciation of music as an art from and as a form of communication.

     1st Grade

    My student should be able to:

     

    _____ 1.  Sing and play with accuracy and expression

     

    _____ 2.  Execute 3-pitched melodic patterns.  (Example:  Students imitate teacher-modeled examples of 3-pitched melodic patterns using solfege (sol-mi-la) syllables and hand signs, pitch numbers with body levels, or melody bells or other pitched instruments.)

     

    _____ 3. Execute rhythmic patterns using body, instruments, or   voice.

     

    _____ 4. Apply changes in dynamics and tempo. (Examples:  Students may sing and play rhythmic patterns with varying dynamic levels and varying tempi.)

     

    _____ 5. Use correct position and technique to sing and play instruments.  (Examples: Students use strategies, such improving posture to produce a more well-supported vocal sound, holding mallets correctly when playing barred instruments or wood blocks, patting a drum lightly or with more force to change the dynamic level.)

     

    _____ 6. Read and perform rhythm patterns using standard notation for quarter notes and quarter rests and beamed eighth notes. (Examples:  Students read 4-beat rhythm patterns from iconic or standard notation and perform through clapping or playing unpitched percussion instruments such as drums, sticks, etc.)

     

    _____ 7.  Improvise to create 2-phrase melodies using 3 pitches.

     

    _____ 8.  Select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations.  (Example:  students select various sounds (instruments, vocal, environmental) to represent words, phrases, characters, or sounds in literary works.)

     

    _____ 9.  Create rhythm patterns using quarter notes and quarter rests and beamed eighth notes.  (Examples:  Use iconic note cards, pictures, or manipulatives)

     

    _____ 10.  Notate quarter notes and rests.

     

     2nd Grade

    My student should be able to:

     

    _____ 1.  Sing and play with accuracy and expression

     

    _____ 2.  Execute 3-pitched melodic patterns.  (Example:  Students imitate teacher-modeled examples of 3-pitched melodic patterns using solfege (sol-mi-la) syllables and hand signs, pitch numbers with body levels, or melody bells or other pitched instruments.)

     

    _____ 3. Execute extended rhythmic patterns using body, instruments, or voice.

     

    _____ 4. Apply changes in dynamics, tempo melody and form.

     

    _____ 5. Use correct position and technique to sing and play instruments.  (Examples: Students use strategies, such improving posture to produce a more well-supported vocal sound, holding mallets correctly when playing barred instruments or wood blocks, patting a drum lightly or with more force to change the dynamic level.)

     

    _____ 6. Read and perform rhythm patterns using standard notation for quarter and half notes, quarter and half rests and beamed eighth notes.

     

    _____ 7.  Improvise simple rhythmic and melodic variation on familiar melodies.

     

    _____ 8.  Create rhythm patterns using quarter and half notes, quarter and half rests and beamed eighth notes in 2/4, 3/4 and 4/4-meter signatures.

     

    _____ 9.  Notate half and quarter notes, half and quarter rests, and beamed eighth notes.

     

    _____ 10.  Create extended rhythmic patterns over a steady beat. 

     

    3rd Grade

    My students should be able to:

     

    _____ 1.  Produce accurate pitch with expanded ranges. (Example:  Execute major scale using voice)

     

    _____ 2.  Sing and play their musical parts independently.

     

    _____ 3.  Apply elemental changes (tempo, dynamics, etc.) to sing or play music using correct techniques and with expression.

     

    _____ 4.  Read and perform rhythm patterns, including whole, half and quarter notes; half and quarter rests; and beamed eighth notes in 2/4, 3/4, and 4/4. (Example Students read and perform rhythm patterns on instruments when presented visually by chart or score.)

     

    _____ 5.  Read and perform through voice and/or instruments simple pitch notation in the treble clef in major keys.

     

    _____6.  Recognize standard symbols and traditional terms for dynamics, tempo, and articulation.

     

    _____ 7.  Notate rhythm and pitch in 3/4 and 4/4-meter signatures.

     

    _____ 8.  Use improvisation to create short rhythmic and melodic ostinato accompaniments.

     

    _____ 9.  Create soundscapes using a variety of sound sources. (Example:  Students may collaborate using body percussion, vocalizations, software (MIDI) sounds, and/or instruments to create a sound scape of a thunder storm)

     

    _____10.  Create rhythmic compositions using whole, half and quarter notes; half and quarter rests; and beamed eighth notes in 2/4, 3/4, and 4/4. (Example:  students may create and arrange original rhythmic compositions and work in small groups to arrange and layer their rhythmic compositions into a four-measure performance using a variety of sound sources.)

     

    Note:  The 3-5 program is designed to reinforce the learning of the primary grades and to create a foundation for additional music study as children progress to middle school.  Performing, composing, improvising, and listening are supported by discussion and reflection to enhance musical understanding.  In addition to participating in general music class, students may have the opportunity to begin band, orchestral, choral, or specialized music studies.  Elementary musical experiences provide opportunity to define the roles of performers and audience members, teach students to respond to and critique music appropriately, and help children to build confidence and pride in their work.

     

    4th Grade

    My students should be able to:

     

    _____ 1.  Apply expressive qualities when singing or playing.

     

    _____ 2.  Execute vocal ostinatos, partner songs, counter-melodies and rounds in 2 or more parts.

     

    _____ 3.  Use voice or instruments to execute melodic movement through pentatonic melodies on the treble staff.

     

    _____ 4.  Read and perform rhythm patterns, including whole, dotted-half, half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4.

     

    _____ 5.  Read and perform through voice and/or instruments simple pitch notation in the treble clef in major keys.

     

    _____6.  Read and perform standard symbols and traditional terms for dynamics, tempo, and articulation.

     

    _____ 7.  Notate rhythm, pitch, meter and dynamics in simple patterns.

     

    _____ 8.  Use improvisation to create stylistically appropriate answers to given rhythmic and melodic phrases.

     

    _____ 9.  Create soundscapes using a variety of sound sources. (Example:  Students may collaborate using body percussion, vocalizations, software (MIDI) sounds, and/or instruments to create a sound scape of a thunder storm)

     

    _____10.  Create rhythmic and melodic compositions using whole, dotted-half, half and quarter notes; half and quarter rests; and beamed eighth notes in 2/4, 3/4, and 4/4.

     

    5th Grade

    My students should be able to:

     

    _____ 1.  Illustrate independence and accuracy while singing and playing instruments within a group or ensemble.

     

    _____ 2.  Illustrate blending vocal timbres, matching dynamic levels, and responding to the gestures of a conductor while singing.

     

    _____ 3.  Use voice or instruments to perform rhythmic and melodic patterns accurately and independently.

     

    _____ 4.  Read and perform rhythm patterns, including whole, dotted-half, half, dotted-quarter, quarter eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, and 6/8.

     

    _____ 5.  Recognize pitches on the treble and bass staves, including ledger lines.

     

    _____6.  Read and perform standard symbols and traditional terms for dynamics, tempo, articulation, rhythm, meter and pitch.

     

    _____ 7.  Notate rhythm, pitch, meter and dynamics.

     

    _____ 8.  Use improvisation to create short songs and instrumental pieces.

     

    _____ 9.  Create compositions and arrangements within specified guidelines.

     

    _____10.  Create rhythmic and melodic compositions using notation for whole, dotted-half, half, dotted-quarter, quarter eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, and 6/8.

     

     

     

    My Student Should Be Able To...