Understand that skills may move to a different quarter depending on if the school's curriculum map changes to best meet the learning needs of the students.
Essentials Skills for Music
1st Quarter
Kindergarten
I can maintain a steady beat.
I can recognize quarter notes and quarter rests by sound.
I can create patterns that show a steady beat.
I can illustrate different vocal timbres by type (whispering, speaking, singing, and shouting).
I can recognize that music is performed in a variety of setting and for different purposes.
I can use music to illustrate how people express themselves differently.
I can understand the relationships between music and concepts from other areas.
1st Grade
I can use correct position and technique to sing and play instruments.
I can match 3 pitch melodies.
I can interpret rhythm patterns using iconic or standard notation for
quarter notes, quarter rests, and beamed eighth notes..
I can use iconic or standard notations to notate quarter notes and quarter rests.
I can create rhythm patterns using quarter notes, quarter rests, and beamed eighth notes with iconic or standard notation.
I can illustrate audience and participant behavior appropriate for the purpose and setting that music is performed.
I can illustrate music representing the heritage, customs and traditions of various cultures.
I can understand the relationships between music and concepts from other areas.
2nd Grade
I can sing 3 pitch melodies.
I can interpret rhythm patterns using standard notation for half and quarter notes and rests, and beamed eighth notes.
I can use standard notations to notate half and quarter notes, and half and quarter rests, and beamed eighth notes.
I can create rhythm patterns using half and quarter notes, half and quarter rests, and beamed eighth notes in duple and triple meter.
I can use correct position and technique to sing and play instruments.
I can illustrate audience and participant behavior appropriate for the purpose and setting that music in performed.
I can exemplify music representing the heritage, customs, and traditions of various cultures.
I can understand the relationships between music and concepts from other areas.
3rd Grade
I can sing a major scale.
I can recognize standard symbols and traditional terms for dynamics, tempo and articulation.
I can interpret rhythm patterns, including notes and rests in Âľ and 4/4 meter signatures.
I can create rhythmic compositions using notation for whole, half, and quarter notes; half and quarter rests; and beamed eighth notes in duple, and triple time.
I can use established criteria for evaluating music performances and compositions.
I can exemplify how music is used by various groups for artistic expression within the local community.
I can understand the relationships between music and concepts from other areas.
4th Grade
I can apply expressive qualities when singing or playing a variety of music from different genres, styles and cultures.
I can interpret rhythm patterns using whole, half, dotted half, quarter, and eighth notes and rests in 2/4, Âľ, and 4/4 meter.
I can create rhythmic compositions using notation for whole, dotted half, half, and quarter notes; whole, half and quarter rests; and beamed eighth notes in duple and triple, and common time and which are arranged using a variety of sound sources.
I can create compositions and arrangements using a variety of sound sources.
I can design a set of criteria for evaluating music performances and compositions.
I can understand how music has affected, and is reflected in, the culture, traditions, and history of North Carolina.
I can understand the relationships between music and concepts from other areas.
5th Grade
I can sing and play music accurately and independently within a group.
I can interpret (show, explain, read, perform) rhythm patterns, including whole, half, dotted half, quarter, dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4 , 4/4, and 6/8 meter signatures.
I can create rhythmic compositions using notation for whole, dotted half, half, and quarter notes; whole, half and quarter rests; and beamed eighth notes in duple, triple, and common time and which are arranged using a variety of sound sources.
I can create compositions and arrangements within specified guidelines.
I can show appropriate behaviors as a participant and observer of music in relation to the context and style of music performed.
I can understand how music has affected, and is reflected in, the culture, traditions, and history of the United States.
I can understand the relationships between music and concepts from other areas.
Essentials Skills for Music
2nd Quarter
Kindergarten
I can use correct position and technique to sing and play instruments.
I can match 2-3 pitch melodies.
I can recognize iconic symbol notation for at least two different pitches.
I can use improvisations to create one-phrase response using two different pitches.
I can recognize that music is performed in a variety of setting and for different purposes.
I can use music to illustrate how people express themselves differently.
I can understand the relationships between music and concepts from other areas.
1st Grade
I can perform rhythmic patterns using body, instruments, or voice.
I can use improvisation to create two-phrase melodies using three pitches.
I can illustrate audience and participant behavior appropriate for the purpose and setting that music is performed.
I can illustrate music representing the heritage, customs and traditions of various cultures.
I can understand the relationships between music and concepts from other areas.
2nd Grade
I can play extended rhythms pattern using body, instruments, or voice.
I can interpret three-pitch songs that use traditional music notation with voice and/or by playing pitched instruments.
I can use improvisation to create simple rhythmic and melodic variations on familiar melodies.
I can use correct position and technique to sing and play instruments.
I can illustrate audience and participant behavior appropriate for the purpose and setting that music in performed.
I can exemplify music representing the heritage, customs, and traditions of various cultures.
I can understand the relationships between music and concepts from other areas.
3rd Grade
I can use standard symbols to notate rhythms and pitch in Âľ and 4/4 meters.
I can use improvisation to create rhythmic and melodic ostinato accompaniments.
I can create soundscapes using a variety of sound sources.
I can use established criteria for evaluating music performances and compositions.
I can exemplify how music is used by various groups for artistic expression within the local community.
I can understand the relationships between music and concepts from other areas.
4th Grade
I can vocally perform ostinatos, partner songs, counter melodies and rounds.
I can interpret through voice and/or instruments simple pitch notation in the treble clef in major keys.
I can use standard symbols to notate rhythm, meter, pitch, and dynamics.
I can use improvisation to create appropriate answers to rhythmic and melodic phrases.
I can create compositions and arrangements using a variety of sound sources.
I can design a set of criteria for evaluating music performances and compositions.
I can understand how music has affected, and is reflected in, the culture, traditions, and history of North Carolina.
I can understand the relationships between music and concepts from other areas.
5th Grade
I can illustrate blending vocal timbres, matching dynamic levels and responding to the gestures of a conductor while singing in groups.
I can recognize pitches on the treble and bass staves, including ledger lines, in order to understand the continuum of standard pitch notation.
I can use standard symbols to notate rhythm, pitch, and dynamics.
I can use improvisation to create short songs and instrumental pieces, using a variety of sound sources, including traditional and non-traditional sounds, body sounds, and sounds produced by electronic means.
I can create compositions and arrangements within specified guidelines.
I can show appropriate behaviors as a participant and observer of music in relation to the context and style of music performed.
I can understand how music has affected, and is reflected in, the culture, traditions, and history of the United States.
I can understand the relationships between music and concepts from other areas.
Essentials Skills for Music
3rd Quarter
Kindergarten
I can produce simple rhythms using body percussion, instruments or my voice.
I can select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations.
I can classify sounds sources as musical or environmental.
I can recognize that music is performed in a variety of setting and for different purposes.
I can use music to illustrate how people express themselves differently.
I can understand the relationships between music and concepts from other areas.
1st Grade
I can sing or play three-pitch songs.
I can select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations.
I can differentiate pitched or unpitched instruments and sounds.
I can illustrate audience and participant behavior appropriate for the purpose and setting that music is performed.
I can illustrate music representing the heritage, customs and traditions of various cultures.
I can understand the relationships between music and concepts from other areas.
2nd Grade
I can create extended rhythmic patterns over a steady beat.
I can differentiate various vocal timbres and instruments based on how their sounds are produced.
I can use correct position and technique to sing and play instruments.
I can illustrate audience and participant behavior appropriate for the purpose and setting that music in performed.
I can exemplify music representing the heritage, customs, and traditions of various cultures.
I can understand the relationships between music and concepts from other areas.
3rd Grade
I can use instruments to perform rhythmic and melodic patterns accurately and independently on classroom rhythmic and melodic instruments.
I can interpret through voice and/or instruments visual representation of the major scale.
I can identify the sounds of a variety of instruments & voices
I can use established criteria for evaluating music performances and compositions.
I can exemplify how music is used by various groups for artistic expression within the local community.
I can understand the relationships between music and concepts from other areas.
4th Grade
I can use my voice or instruments to perform pentatonic melodies on the treble staff.
I can interpret standard symbols and traditional terms for dynamics, tempo, and articulation while performing music.
I can classify instruments into Western orchestral, categories of wind, string, percussion and brass.
I can create compositions and arrangements using a variety of sound sources.
I can design a set of criteria for evaluating music performances and compositions.
I can understand how music has affected, and is reflected in, the culture, traditions, and history of North Carolina.
I can understand the relationships between music and concepts from other areas.
5th Grade
I can use instruments to perform rhythmic, melodic, and chordal patterns accurately and independently on classroom rhythmic, melodic, and harmonic instruments.
I can apply understanding of standard symbols and traditional terms for dynamics, tempo, articulation, rhythm, meter, and pitch when reading and notating music.
I can classify classroom, Western orchestral, and world instruments into categories based on how their sounds are produced.
I can create compositions and arrangements within specified guidelines.
I can show appropriate behaviors as a participant and observer of music in relation to the context and style of music performed.
I can understand how music has affected, and is reflected in, the culture, traditions, and history of the United States.
I can understand the relationships between music and concepts from other areas.
Essentials Skills for Music
4th Quarter
Kindergarten
I can understand changes in music (soft-loud, high-low, fast-slow).
I can interpret rhythm patterns using iconic notation.
I can use singing, playing, and /or moving to respond to a variety of musical ideas, prominent musical characteristics or specific musical events.
I can recognize contrasts in music, such as high/low pitch, loud/soft dynamics, fast/slow tempo and same/different sections of music
I can recognize that music is performed in a variety of setting and for different purposes.
I can use music to illustrate how people express themselves differently.
I can understand the relationships between music and concepts from other areas.
1st Grade
I can apply changes in music (soft-loud, high-low, fast-slow) when singing and playing music.
I can use movements to respond to prominent music characteristic (such as patterns in rhythm, melodic contour, dynamics and form) while listening or singing.
I can recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally.
I can illustrate audience and participant behavior appropriate for the purpose and setting that music is performed.
I can illustrate music representing the heritage, customs and traditions of various cultures.
I can understand the relationships between music and concepts from other areas.
2nd Grade
I can apply changes in music (soft-loud, fast-slow, high-low, same-different).
I can illustrate prominent musical characteristic or specific musical events while listening to or singing music.
I can illustrate melodic patterns, dynamics, and forms.
I can use correct position and technique to sing and play instruments.
I can illustrate audience and participant behavior appropriate for the purpose and setting that music in performed.
I can exemplify music representing the heritage, customs, and traditions of various cultures.
I can understand the relationships between music and concepts from other areas.
3rd Grade
I can sing or play with expression and by applying elemental changes (tempo, dynamics, etc.).
I can illustrate the matching response to the gestures of the conductor, including meter, tempo, and dynamics.
I can use music terminology in explaining music that I hear.
I can use established criteria for evaluating music performances and compositions.
I can exemplify how music is used by various groups for artistic expression within the local community.
I can understand the relationships between music and concepts from other areas.
4th Grade
I can illustrate perceptual skills by movement, answering questions and describing music of various styles and cultures.
I can use appropriate music terminology to explain personal preferences for specific musical works and styles
I can create compositions and arrangements using a variety of sound sources.
I can design a set of criteria for evaluating music performances and compositions.
I can understand how music has affected, and is reflected in, the culture, traditions, and history of North Carolina.
I can understand the relationships between music and concepts from other areas.
5th Grade
I can show through instruments and/or voice understanding of conductor gestures, including meter, tempo, dynamics, entrances, cut-offs, and phrasing, when singing and playing music.
I can explain music using correct terminology of notation, instruments, voices.
I can create compositions and arrangements within specified guidelines.
I can show appropriate behaviors as a participant and observer of music in relation to the context and style of music performed.
I can understand how music has affected, and is reflected in, the culture, traditions, and history of the United States.
I can understand the relationships between music and concepts from other areas.