Music Quarters 1-4
Kindergarten Curriculum
Performance Standards:
Creating
With guidance, explore and experience music concepts (such as beat and melodic contour). (Cr.1.K.a)
With guidance, generate musical ideas (such as movements or motives). (Cr.1.K.b)
With guidance, demonstrate and choose favorite musical ideas. (Cr.2.K.a)
With guidance, organize personal musical ideas using iconic notation and/or recording technology. (Cr.2.K.b)
With guidance, apply personal, peer, and teacher feedback in refining personal musical ideas. (Cr.3.K)
With guidance, demonstrate a final version of personal musical ideas to peers. (Cr.4.K)
Performing
With guidance, demonstrate and state personal interest in varied musical selections. (Pr.1.K)
With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance. (Pr.2.K)
With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent. (Pr.3.K)
With guidance, apply personal, teacher, and peer feedback to refine performances. (Pr.4.K.a)
·With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music. (Pr.4.2.K.b)
With guidance, perform music with expression. (Pr.5.K.a)
Perform appropriately for the audience. (Pr.5.K.b)
Responding
With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others. (Re.1.K)
With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music. (Re.2.K)
With guidance, demonstrate awareness of expressive qualities (such as dynamics and tempo) that reflect creators'/performers' expressive intent. (Re.3.K)
With guidance, apply personal and expressive preferences in the evaluation of music. (Re.4.K)
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