Mrs. Bolton
Day 2

Mrs. Alexander
Day 3

Mrs. Trybe
Day 4

Mrs. Coleman
Day 5

Moving 

1. 1. 1. I am moving at the speed of the music

      2. I am being safe

      3. I am aware of what is around me

      4. I am moving appropriately

      5. My movement fits the music

Listening

1. 1. 1. I am silent

      2. I am still or moving to the beat

      3. I am thinking about what I hear

      4. I am aware of how I feel

Creating

1. I am on task

2. I am coming up with my own music ideas

3. I am following instructions

4. I am writing down as much as I can

5. I am recording when I can

Singing

1. I am listening

2. I am using good posture

3. I am breathing correctly

4. I am singing instead of speaking

5. I am matching pitch with the teacher, classmates, or music

6. I am using my best voice

EXPRESSION

1. Perform songs that demonstrate learned rhythmic, melodic, and chordal accompaniment components

2. Perform songs that incorporate more than one level (eg. partner songs, rounds, descants)

3. Rhythms: Tika-ti, ti-tika, ti-ta-ti/syncopa, tie

4. Pitches of the major scale

5. Play and sing songs in major and minor keys

6. Play/sing notated melodies with attention to pitch, rhythm, and expressive qualities

7. Sing/play following director’s indications for expressive elements

8. Engage in refinement and feedback process to prepare music for performance (includes self-evaluation)

CREATION

1. Compose a
   melody with accompaniment

2. Improvise a melody using rhythmic and melodic phrases over an accompaniment (eg. 12-bar blues, changing chord ostinati or other accompaniment)

3. Arrange an accompaniment to go with melody

THEORY

1. Identify and demonstrate complex notated melodic, rhythmic and harmonic patterns; Identify and demonstrate:

• Whole/half steps

• Syncopated rhythms and notate tika-ti, ti-tika, ti-ta-ti/syncopa, ties) 

• Harmonic patterns
  (eg. I-IV-V)

2. Identify and demonstrate new and learned tempos, dynamics, and articulations

3. Identify and demonstrate:

• Written tempo symbols

• Written symbols for dynamic changes

• Learned written articulations

4. Identify and apply complex form, meter and timbre elements

   • D.S. al Coda, CD al fine, 1st/2nd endings

5. Purpose of top and bottom number in a time signature

6. Aurally identify 3+ parts and various world instruments

AESTHETICS

1. Discriminate between both musical and nonmusical elements that influence musical performance and preference

2. Discuss difference between preference, and quality of musical works

3. Identify differences and commonalities in music from different historical periods and different cultures

4. Describe vocal and instrumental timbres and their uses

5. Communicate similarities and differences in music

6. Communicate ways in which music has been important to people