Quarters 1-4
Musical Skills
Singing
Playing
Performing
Moving
Creating
Listening
Improvising
Evaluating
Musical Tools
Non-pitched Percussion Instruments
Pitched Percussion Instruments
Technology
Movement Manipulatives
Rhythmic Manipulatives
Literature
Music Concepts
Beat
Meter
Rhythm
Voice
Lines and Spaces
Melody
Notes and Rests
Tempo
Dynamics
Instrument Families
Form
Musical Theater
Music History
Composers
Musical Compositions
Timelines
Performance Standards:
Creating
With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose. (Cr.1.1.a)
With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple). (Cr.1.1.b)
With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent(Cr.2.1.a)
With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas. (Cr.2.1.b)
With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas. (Cr.3.1)
With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. (Cr.4.1)
Performing
With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections. (Pr.1.1)
With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance. (Pr.2.1.a)
When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation(Pr.2.1.b)
Demonstrate and describe music’s expressive qualities (such as dynamics and tempo). (Pr.3.1)
With limited guidance, apply personal, teacher, and peer feedback to refine performances. (Pr.4.1.a)
With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music. (Pr.4.1.b)
With limited guidance, perform music for a specific purpose with expression(Pr.5.1.a)
Perform appropriately for the audience and purpose. (Pr.5.1.b)
Responding
With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes. (Re.1.1)
With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose. (Re.2.1)
With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo) that reflect creators’/performers’ expressive intent. (Re.3.1)
With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes. (Re.4.1)