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Standard #11
Each student will have acquired basic Music understandings and proficiencies.
Kindergarten Music Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Forty minutes per day on a two day rotation, one semester
Themes/Topics
Music Appreciation
Vocal Performance
Instrumental Performance
Elements of Music - rhythm, melody, form, tone color, texture, dynamics, vocal productions
Assessments
Teacher Observation Assessments
Performance Demonstration
Kindergarten Music Expectations
A. Sang unaccompanied, accompanied, and in unision
B. Maintained a steady beat
C. Responded through movement to high and low sounds
D. Responded through movement to fast and slow tempo
E. Responded through movement to loud and soft dynamics
F. Sang, played, and moved to music from different traditions and cultures
G. Used symbols or icons to illustrate beat and sound/silence
H. Selected appropriate sounds to accompany ideas, stories, and songs
I. Responded verbally using same or different when given two pitches, an interval of a third or larger
J. Identified musical examples as vocal sounds, instrumental sounds, and/or environmental sounds
K. Demonstrated an awareness of environmental sounds by verbalizing the sounds heard in the world around them
L. Demonstrated appropriate audience behavior
M. Participated in a musical performance
N. Identified song titles
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Grade 1 Music Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Forty minutes per day on a two day rotation, one semester
Themes/Topics
Music Appreciation
Vocal Performance
Instrumental Performance
Elements of Music - rhythm, melody, form, tone color, texture, dynamics, vocal productions
Assessments
Teacher Observation Assessments
Performance Demonstration
Teacher Constructed Tests
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort and following rules and directions.
Grade 1 Music Expectations
A. Sang and played instruments with acceptable tone quality and proper posture, songs in an age-appropriate range
B. Watched the conductor
C. Read and performed rhythmic patterns using quarter notes, paired eighth notes, and quarter rests
D. Created rhythm patterns for introductions and ostinato accompaniments to familiar songs
E. Identified, through movement, simple two-part form
F. Responded to duple meter through movement and by using iconic symbols
G. Sang, played, and moved to music from different traditions and cultures
H. Improvised simple melodic and rhythmic patterns using vocal sounds, body percussions, movement, and instrument sounds
I. Categorized selected classroom instruments by how sound is produced
J. Listened to a repertoire of musical examples that represent varied cultures, styles, and historical periods
K. Listened to books and stories about composers, music, and sound
L. Knew that a composer is someone who writes music
M. Demonstrated appropriate audience behavior
N. Understood and identified:
1. fast and slow tempos
2. loud and soft dynamics
3. high and low registers, upward and downward direction
4. steady beat, long and short sounds
5. meters in 2 and 3
6. simple forms - AB, ABA
7. tone colors of various instruments
O. Used Orff instruments and methods
P. Learned titles of songs through listening skills and subsequent games
Q. Participated in a musical performance
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Grade 2 Music Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Forty minutes per day on a two day rotation, one semester
Themes/Topics
Music Appreciation
Vocal Performance
Instrumental Performance
Elements of Music - rhythm, melody, form, tone color, texture, dynamics, vocal productions
Assessments
Teacher Observation Assessments
Performance Demonstration
Teacher Constructed Tests
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort and following rules and directions.
Grade 2 Music Expectations
A. Sang and played instruments with acceptable tone quality and proper posture, songs in an age-appropriate range
B. Demonstrated the repetition inherent in canon form by performing a two-part round using speech, movement, body percussion, and singing
C. Watched the conductor
D. Read and performed rhythmic patterns using quarter notes, paired eighth notes, quarter rests, half notes, and half rests
E. Responded to duple and triple meter through movement and by using iconic symbols
F. Echoed rhythm and melodic patterns
G. Sang, played, and moved to music from different traditions and cultures
H. Improvised in question-answer form on rhythmic and melodic classroom instruments
I. Created a B section of a composition when given the A section, using vocal sounds, body percussion, movement and instrument sound
J. Identiifed a variety of classroom instruments
K. Responded verbally to musical contrasts
L. Demonstrated appropriate audience behavior
M. Understood and identified:
a. fast and slow tempos
b. loud and soft dynamics
c. high and low registers, upward and downward direction
d. steady beat - no beat
e. meters in 2 and 3
f. simple forms - AB, ABA, AABA
g. tone colors of various instruments and voices
h. simple rhythm patterns
i. accent - no accent
N. Understood Orff methods and classroom procedures
a. body percussion
b. rhythmn patterns
c. add body movement
d. add bordune
e. use pentatonic scale
f. add or sing melody
g. add percussion
h. performance
O. Participated in a musical performance
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Grade 3 Music Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Forty minutes per day on a two day rotation, one semester
Themes/Topics
Music Appreciation
Vocal Performance
Instrumental Performance
Elements of Music - rhythm, melody, form, tone color, texture, dynamics, vocal productions
Native American Songs
Composers
Assessments
Teacher Observation Assessments
Performance Demonstration
Teacher Constructed Tests
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort and following rules and directions.
Grade 3 Music Expectations
A. Sang and played instruments with acceptable tone quality and proper posture, songs in an age-appropriate range
B. Sang and played a melodic ostinato
C. Played two-chord songs in chording instruments as accompaniments to classroom singing
D. Watched the conductor
E. Read, notated and performed rhythmic patterns using quarter notes, paired eighth notes, quarter rests, half notes, half rests, whole notes, and whole rests
F. Demonstrated the ability to follow and perform notated rhythmic patterns
G. Demonstrated through movement the return of the A section in rondo form
H. Sang, played and moved to music from different traditions and cultures
I. Created a short composition that shows contrasts in tempo, dynamics or timbre
J. Sorted instruments into families, using pictures of instruments from varied cultures
K. Listened and responded to the music and the life of a composer and/or musical performer
L. Demonstrated appropriate audience behavior
M. Understood and identified:
1. tempo changes and fermatas
2. dynamic changes
3. direction of melody; steps, leaps and repeated tones
4. meters on 2 and 3 and their notation
5. forms - AB, ABA, AABA, ABAB
6. continued experiences with tone color
7. rhythm patterns
8. notes on treble clef staff
N. Applied Orff methodology
O. Participated in a musical performance
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Grade 4 Music Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Forty minutes per day on a two day rotation, one semester
Themes/Topics
Music Appreciation
Vocal Performance
Instrumental Performance
Elements of Music - rhythm, melody, form, tone color, texture, dynamics, vocal productions
Recorders
Composers
Assessments
Teacher Observation Assessments
Performance Demonstration
Teacher Constructed Tests
Musical Instrument Assessment
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort and following rules and directions.
Grade 4 Music Expectations
A. Sang and played instruments with acceptable tone quality and proper posture, songs in an age-appropriate range
B. Sang their part in two-part rounds
C. Watched a conductor
D. Responded to conductor's cues for expressive elements
E. Read, notated, and performed rhythmic patterns using quarter notes, quarter rests, eighth notes, eighth rests, half notes, half rests, whole notes, whole rests, and dotted half notes
F. Notated and performed a two-measure pattern when given dictated rhythmic patterns in duple and triple meter
G. Created, notated, and performed an original eight-measure composition for a melodic instrument
H. Demonstrated the use of introduction, interlude, and coda
I. Named the notes of a musical example using letters, syllables, and/or numbers
J. Demonstrated how meter effects beat by inserting bar lines into a notated musical example
K. Matched the sound of instruments, played along or with simple accompaniments, with the picture of the instrument and the name and family of the instrument
L. Distinguished the principal theme in theme and variation form and compared the variations as a contrast to the theme
M. Recognized and named the different vocal classifications when given a recorded or live example of two-part or four-part vocal music
N. Became familiar with instruments that are representative of various cultures
O. Demonstrated appropriate audience behavior
P. Understood and identified:
1. tempo changes and moderato
2. dynamic changes and notation
3. direction of melody; steps, leaps, repeated tones and intervals
4. double and triple meters and their notation - meter changes within a song
5. forms - AB, ABA, AABA, ABC
6. notation for repeats, D.C. al fine, D.S. al fine, and 1st and 2nd endings
7. orchestral instruments
8. complex rhythm patterns including notation
9. all notes on a treble clef staff
Q. Played a recorder
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Grade 5 Music Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Forty minutes per day on a two day rotation, one semester
Themes/Topics
Music Appreciation
Vocal Performance
Instrumental Performance
Elements of Music - rhythm, melody, form, tone color, texture, dynamics, vocal productions
Recorders
Composers
Assessments
Teacher Observation Assessments
Performance Demonstration
Teacher Constructed Tests
Musical Instrument Assessment
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort and following rules and directions.
Grade 5 Music Expectations
A. Sang three-part rounds, partner songs, and descants
B. Demonstrated an awareness of the phrase by singing and playing each as a complete thought
C. Played chords or chord roots to accompany a three-chord song as accompaniment to classroom singing
D. Responded to conductor's cues for tempo changes
E. Read, notated, and performed rhythmic and melodic patterns adding the four-sixteenth note patterns to the notes already learned
F. Identified time signatures in music performed
G. Identified and performed a notated melody using treble clef notes
H. Identified and responded to directional words and symbols for form and dynamics
I. Created an original sound composition and, using visuals, illustrated it
J. Determined if music is organized using major, minor, chromatic, or pentatonic scales
K. Described the feelings experienced when listening to a musical selection and explained the musical elements which support those feelings
L. Compared the music and culture of two different historical periods
M. Identified the ways different instruments are combined to create various performance ensembles
N. Demonstrated appropriate behavior
O. Understood and identified:
1. tempo changes; ritard, accelerando, a tempo
2. dynamic changes and notation
3. intervals
4. double and triple meters, meter changes, and notation
5. forms - AB, ABA, AABA, ABC, ABAC
6. orchestral instruments and their sound
7. more complex rhythm patterns and their notation
8. tonality - major - minor
P. Played a recorder
Q. Transferred knowledge of written notes to instruments
R. Applied Orff methods to reach goals
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