Professional Documents
Culture Documents
Kindergarten
Kindergarten
Kindergarten
Singing in rhythm
Creating sounds to accompany readings, using a variety of sources (instruments, voices, etc.)
First Grade
Singing in rhythm
Creating sounds to accompany readings, using a variety of sources (instruments, voices, etc.)
Explaining, using age appropriate music terminology, personal preferences for different music styles
Demonstrating appropriate behavior for the context and style of music performed
Second Grade
Singing in rhythm
Creating music to accompany stories, using a variety of sources (instruments, voices, etc.)
Explaining, using age appropriate music terminology, personal preferences for different music styles
Describing characteristics that make music suitable for different uses in daily life
Demonstrating appropriate behavior for the context and style of music performed
Third Grade
Singing and performing in an ensemble, matching dynamic levels, and responding to conductor cues
Performing simple rhythmic, melodic and chordal patterns on pitched and unpitched instruments
Beginning to improve in the same style to given rhythmic and melodic phrases
Creating music to accompany reading or dramatizations, using a variety of sources (instruments, voices, etc.)
Creating/arranging musical examples within specified guidelines, using a variety of sources (instruments, voices,
etc.)
Reading whole, half, dotted half, quarter, double eighth note and quarter, whole and half rests
Identifying simple symbols, terms referring to dynamics, and interpreting them correctly when performing
Identifying sounds of a variety of instruments, as well as children's voices, adult male voices, and adult female
voices
Discussing appropriate audience behavior for the context and style of music performed
Fourth Grade
Singing and performing in an ensemble, matching dynamic levels, and responding to conductor cues
Beginning to improvise rhythmic and melodic phrases matching style of original example
Creating/arranging musical examples within specific guidelines, using a variety of sources (instruments, voices,
etc.)
Reading whole, half, dotted half, quarter, eighth notes, sixteenth notes, triplets and rests in 2/4, 3/4 and 4/4 meter
signatures
Identifying simple symbols, terms referring to dynamics, and interpreting them correctly when performing
Identifying the sounds of a variety of instruments as well as children's, adult male voices, and adult female voices
Explain, using age appropriate music terminology, personal preferences for different music styles
Describing characteristics that make certain music suitable for each use
Discussing appropriate audience behavior for the context and style of music performed
Fifth Grade
Singing music written in unison, osinati, partner songs, rounds and two part music
Notating and reading whole, half, dotted half, quarter, eighth notes, and rests in 2/4, 3/4 and 4/4 time signatures
Developing and utilizing criteria for evaluating with quality and effectiveness of music performances
Describe the ways in which the principles and subject matter of other disciplines taught in school interrelate with
those of music