K-5 Iowa Core Music Standards
General Music K-2 Primary Elementary Grades
Essential Concept or Skill Set
1. Uses song, speech, and movement to effectively communicate, collaborate with a group, and produce a musical product. (effective communication, collaboration, creativity, productivity/accountability).
A. Shows ability to employ a singing voice by singing responses to questions that are sung in the context of singing games
B. Develops pitch matching skills, alone and in groups.
C. Creates expressive movement to accompany a song or recording.
D. Uses expressive speech and articulation to tell a story.
E. Practices creative movement alone and in groups.
F. Develops a movement vocabulary.
2. Uses instruments and body percussion to effectively communicate, collaborate with a group, and produce a musical product. (effective communication, creativity, collaboration, productivity/accountability).
A. Performs with the group by maintaining the beat shared by the group.
B. Explores various levels of body percussion (claps, snaps, pats, stamps).
C. Performs steady beat and simple rhythmic patterns on untuned percussion .
3. Creates music and movement using critical thinking to improvise and compose through a collaborative and flexible process. (critical thinking, creativity, collaboration, flexibility/adaptability, productivity/accountability).
A. Improves musical answers by singing or playing instruments into response to musical questions.
B. Organizes familiar rhythmic and melodic elements into original patterns, using speech and graphic notation.
C. Transfers creations to an instrument and/or voice .
4. Demonstrates literacy by reading and notating music fluently using appropriate processes and systems (effective communication, collaboration, productivity/accountability).
A. Uses an established notation system to read and notate simple rhythm patterns.
B. Uses a staff to read and notate simple melodies with a controlled number of pitches.
C. Uses iconic notation to help tell a story, providing sounds that are appropriate to the icons.
5. Listens, responds, describes, analyzes and evaluates music critically. ( critical thinking, creativity, collaboration, productivity/accountability).
A. Creates a dance based on the form of a simple ABA musical example.
B. Compares and contrasts two performances of the same song, and is able to articulate how they are the same or different.
C. Describes the mood or purpose of a song by drawing conclusions based on knowledge of musical style---for example, is able to articulate why a song is a good
lullaby.
D. Expresses preference for songs using musical terms.
6. Recognizes and respects the commonality and diversity among the cultures and histories of the world through musical experiences. (effective communication, flexibility/adaptability).
A. Performs music from a variety of world cultures in an authentic manner.
B. Performs music from different cultures, and is able to articulate how the songs are alike and different.
C. Listens to music from various cultures:Mexico, Japan, Africa,etc.
D. Identifies the likely origin of the music, using musical terms.
7. Connects music with other disciplines while preserving the integrity of authentic musical learning experiences.(critical thinking, creativity, flexibility/adaptability).
A. Incorporates drama and visual arts into a performance.
B. Incorporates iconic symbols and other discipline connections.
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General Music 3-5 Upper Elementary Grades
Essential Concept or Skill Set
1. Uses song, speech, and movement to effectively communicate, collaborate with a group, and produce a musical product. (effective communication, collaboration, creativity, productivity/accountability).
A. Sings alone and with others, using accurate pitches, a variety of ethnic, folk, and patriotic songs.
B. Uses rhythmic speech as a performance element or as a tool in learning rhythmic patterns.
C. Incorporates movement or dance into a performance product to enhance the message of the music.
D. Accumulates additional movement vocabulary and skills through creative movement and folk dance.
2. Uses instruments and/or body percussion to effectively communicate, collaborate with a group, and produce a musical product. (effective communication, creativity, collaboration, productivity/accountability).
A. Creates and performs on both pitched and unpitched instruments; this can include playing barred instruments in C, F, and G pentatonic keys in accompanimental,
soloist, and improvisatory styles.
B. Creates and performs in modes, including 'la' based minor.
C. Demonstrates psychomotor/coordination skills essential to all disciplines.
D. Performs rhythmic patterns using 2-4 levels of body percussion.
E. Plays untuned percussion in a variety of styles.
F. Plays melodic music using a recorder or other instrument.
3. Creates music and movement using critical thinking to improvise and compose through a collaborative and flexible process. (critical thinking, creativity, collaboration, flexibility/adaptability, productivity/accountability).
A. Improvises vocally and instrumentally various styles of music.
B. Uses a variety of media, including technological tools, to compose music utilizing basic musical terminology and compositional technique.
C. Applies learned rhythmic, melodic, and formal elements to new compositions, improvisations, and arrangements and transfers them to an instrument or voice.
D. Composes and/or improvises movement sequences.
4. Demonstrates literacy by reading and notating music fluently using appropriate processes and systems (effective communication, collaboration, productivity/accountability).
A. Reads, sings, plays, and writes music using standard rhythmic and melodic notation in different tonalities such as pentatonic, major, and minor.
B. Reads, notates, and performs music using advanced rhythms in a variety of meters.
5. Listens, responds, describes, analyzes and evaluates music critically. ( critical thinking, creativity, collaboration, productivity/accountability).
A. Identifies basic musical forms [such as AB, ABA, Rondo, Theme & Variations] by communicating through writing, drawing, and/or moving
B. Communicates the quality of a performance through writing, discussing, and completing assessment forms using musical terminology
C. Aurally identifies specific rhythmic or melodic elements in recorded music.
D. Uses inner voice to silently sing and identify a piece of music.
E. Identifies vocal and instrumental timbres.
6. Recognizes and respects the commonality and diversity among the cultures and histories of the world through musical experiences. (effective communication, flexibility/adaptability).
A. Identifies basic genres and styles of music via listening and responding in verbal or written form.
B. Performs music from various time periods and many cultures, while exploring the history and cultural setting of each piece.
7. Connects music with other disciplines while preserving the integrity of authentic musical learning experiences.(critical thinking, creativity, flexibility/adaptability).
A. Communicates verbally how music is related to math, geography, and social studies.
B. Labels various styles of music with certain countries around the globe.
C. Demonstrates how music reading is related to reading poetry.
D. Describes various aspects of music production utilizing terms from physics and general science.
E. Utilizes technology to connect music and other disciplines.
F. Infuses all arts disciplines (visual arts, dance, music, drama) together into projects.