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Mission and Curriculum

Below you will find the Edina Music Department Mission, our Belief Statements, a brief curriculum statement, the Standards in Music, and the scoring rubric we use.

Our K-5 curriculum is taught using the following techniques: Improvisation, Creating, Composing, Performing, Listening, Describing, Singing, Playing, and Moving. Each grade level is taught the Musical Elements: Pitch/Melody, Rhythm, Form, Texture/Harmony, Timbre and Expressive Elements according to their grade level ability. Each skill is built upon previous years' learning and is sequenced for best comprehension. 

Our Mission

The mission of the Edina Public Schools Music Department, working in partnership with families and community, is to provide an opportunity as an integral part of the curriculum for all students to discover, learn, develop, and refine their knowledge and skills through comprehensive musical experiences so that students gain a greater understanding of music, the deeper meaning it communicates, and its lifelong value.

We Believe:

  • Music is a lifelong and essential part of the human experience.
  • Active participation in music promotes personal expression, cooperation, and creative growth.
  • Positive early childhood musical experiences enhance the brain’s capacity for learning.
  • Music promotes cognitive as well as emotional and social development.
  • Music encourages self-discipline and self-efficacy.
  • Every person deserves the opportunity to experience and participate in music.
  • Music is a vital and integral part of a comprehensive curricular education.
  • Music education is enhanced with relevant use of technology.
  • Our community values music education.
  • Creating music with others promotes self-discipline, cooperation, and communication.
  • Music is a medium for personal expression, creative growth, and building a positive self image.
  • Music inherently presents the opportunity for people to identify and bridge cultural differences.
  • Music is an essential part of the human experience.
  • Music transforms and exalts the human spirit.

Edina Music Standards

Kindergarten Through Grade 3 Standards: The student will understand and use artistic processes to create, perform, and interpret art works in music. In each standard, the student will:

Standard 1. understand the elements of music, including melody, rhythm, harmony, dynamics, tone color, texture, and form;
Standard 2. understand the characteristics of music from a variety of cultures and historical times;
Standard 3. sing a varied repertoire of songs in a group;
Standard 4. improvise and compose on classroom instruments to communicate an idea;
Standard 5. play simple rhythms and melodies on classroom instruments; and
Standard 6. read and write music using a system of notation

Grades 4 and 5 StandardsThe student will understand and use artistic processes to create, perform, and interpret art works in music. In each standard, the student will:

Standard 1. understand the following components of music:
a. elements, including melody, rhythm, harmony, dynamics, tone color, texture, and form; and
b. vocabulary;
Standard 2. understand cultural and historical forms or traditions of music;
Standard 3. understand how musical elements are similar to and different from the elements of other arts areas, such as dance, theater, or visual arts;
Standard 4. sing or play traditional instruments alone and sing rounds and part songs or play traditional instruments in a group;
Standard 5. improvise and compose rhythms, melodies, and accompaniments using classroom instruments,voice, or both to express a specific musical idea;
Standard 6. perform rhythmic, melodic, and harmonic patterns on classroom instruments; and
Standard 7. read and write music using a system of musical notation

Rubric Score Description

4: Consistently exceeds criteria independently—Demonstrates advanced use of the skill

3: Consistently meets criteria independently—Securely demonstrates the skill

2: Meets criteria with ongoing support and guidance—Developing the skill

1: Does not meet criteria—Beginning to learn and demonstrate the skill


4's are a rare occurrence. They are reserved for the truly exceptional student whose skills and behavior are above and beyond grade level expectations. Not only are these children independent learners, they strive for the next level of difficulty and musicianship. Children who receive a "4" in behavior have gone out of their way to demonstrate the Countryside Pride Values: Respect, Responsibility, Trustworthiness, Fairness, Caring, and Good Citizenship.
3's in skill and behavior are common and indicate meeting grade level expectations. A "3" means that a child has an understanding of concepts and can successfully demonstrate a skill or that he or she is behaving as a child that age is expected to behave.
2’s also indicate grade level expectation in SKILL because they denote progress. A "2" means that a child is still in the process of learning a skill or concept--he or she is making progress but still needs ongoing teacher assistance or support (as well as practice in the case of recorders) in order to complete a task successfully. In participation, a "2" means that a child often needs to be redirected and reminded of appropriate behavior choices.

1’s indicate performance below grade level expectations. A "1" means that a child is struggling to understand concepts, complete tasks or demonstrate skills—he or she has not progressed past the beginning of the learning process. A "1" in participation means a child is very disruptive and is interfering with other students' right to learn.


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