Embedded Files
Music Learning Theory Outcomes
Music Learning Theory Outcomes
I can sing tonal patterns.
I can sing tonal patterns.
I can identify major/minor resting tones.
I can identify major/minor resting tones.
I can identify major/minor tonality.
I can identify major/minor tonality.
I can chant duple/triple (aural/oral) patterns.
I can chant duple/triple (aural/oral) patterns.
I can label meter and function.
I can label meter and function.
Like in kindergarten, what’s normal and what’s possible in the first grade are two different questions. More students are available to sing small patterns in tune and demonstrate a steady beat (though sometimes with labor). Students begin to memorize the words to short 8-bar songs but offer forget how to end the song.
Like in kindergarten, what’s normal and what’s possible in the first grade are two different questions. More students are available to sing small patterns in tune and demonstrate a steady beat (though sometimes with labor). Students begin to memorize the words to short 8-bar songs but offer forget how to end the song.
Average vocal capabilities: “Jingle Bells” chorus that never ends
Average vocal capabilities: “Jingle Bells” chorus that never ends
Selected Michigan Music Education Standards
Selected Michigan Music Education Standards
Perform
Perform
ART.M.I.1 Demonstrate uses of the voice, proper instrumental technique, steady beat, and melodic rhythm.
ART.M.I.1 Demonstrate uses of the voice, proper instrumental technique, steady beat, and melodic rhythm.
ART.M.I.1.2 Sing and play from memory songs representing several cultures.
ART.M.I.1.2 Sing and play from memory songs representing several cultures.
ART.M.I.1.4 Sing a melody in a small group.
ART.M.I.1.4 Sing a melody in a small group.
ART.M.I.1.6 Play a variety of rhythmic instruments.
ART.M.I.1.6 Play a variety of rhythmic instruments.
ART.M.I.1.7 Replicate longer rhythmic and melodic patterns.
ART.M.I.1.7 Replicate longer rhythmic and melodic patterns.
ART.M.I.1.8 Play instrumental parts in a group while other students sing or recite rhymes.
ART.M.I.1.8 Play instrumental parts in a group while other students sing or recite rhymes.
ART.M.I.1.9 Use a system to read quarter notes, quarter rests, and eighth notes.
ART.M.I.1.9 Use a system to read quarter notes, quarter rests, and eighth notes.
ART.M.I.1.10 Use a system to read four or more pitches (sol, mi, la, do).
ART.M.I.1.10 Use a system to read four or more pitches (sol, mi, la, do).
Create
Create
ART.M.II.1.1 Create through exploration, improvisation, and composition, an accompaniment for a selection with pitched and non-pitched classroom instruments and voices.
ART.M.II.1.1 Create through exploration, improvisation, and composition, an accompaniment for a selection with pitched and non-pitched classroom instruments and voices.
ART.M.II.1.2 Create through exploration, improvisation, and composition, an answer to a rhythmic question.
ART.M.II.1.2 Create through exploration, improvisation, and composition, an answer to a rhythmic question.
ART.M.II.1.4 Create a song about community.
ART.M.II.1.4 Create a song about community.
ART.M.II.1.6 Add vocal, instrumental, and physical responses to a selection presented in 1st grade.
ART.M.II.1.6 Add vocal, instrumental, and physical responses to a selection presented in 1st grade.
Analyze
Analyze
ART.M.III.1.1 Identify call and response, solo, chorus, and ABA when presented aurally.
ART.M.III.1.1 Identify call and response, solo, chorus, and ABA when presented aurally.
ART.M.III.1.2 Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.
ART.M.III.1.2 Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.
ART.M.III.K.3 Describe the music performed and presented in 1st grade by moving, drawing, or through other appropriate responses.
ART.M.III.K.3 Describe the music performed and presented in 1st grade by moving, drawing, or through other appropriate responses.
ART.M.III.1.4 Introduce music vocabulary for the elements of music; i.e. melody, harmony, rhythm, tone color/timbre, form.
ART.M.III.1.4 Introduce music vocabulary for the elements of music; i.e. melody, harmony, rhythm, tone color/timbre, form.
Analyze in Context
Analyze in Context
ART.M.IV.1.1 Identify and describe distinguishing characteristics of several different styles presented in 1st grade.
ART.M.IV.1.1 Identify and describe distinguishing characteristics of several different styles presented in 1st grade.
ART.M.IV.1.3 Demonstrate audience appropriate behavior for the context and style of music presented and performed in 1st grade.
ART.M.IV.1.3 Demonstrate audience appropriate behavior for the context and style of music presented and performed in 1st grade.
Analyze and Make Connections
Analyze and Make Connections
ART.M.V.1.1 Observe and identify similarities and differences in the meanings of common vocabulary used in the various 1st grade arts.
ART.M.V.1.1 Observe and identify similarities and differences in the meanings of common vocabulary used in the various 1st grade arts.
ART.M.V.1.2 Observe and identify cross-curricular connections within the 1st grade curriculum.
ART.M.V.1.2 Observe and identify cross-curricular connections within the 1st grade curriculum.
ART.M.V.1.3 Discuss the various rationales for using music in daily experiences.
ART.M.V.1.3 Discuss the various rationales for using music in daily experiences.
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