Kindergarten

Rhythmic Learning
 I can keep a steady beat
 I can identify long and short sounds
 I can identify the difference between even/uneven
 I can visually identify icons representing one and two sounds per beat

Melodic Learning
 I can explore whisper, speaking, singing, and shouting voices
 I can explore different sounds with my voice
 I can sing high and low sounds
 I can experience melodic direction - up, down, and same
 I can match pitch by myself
 I can match pitch in a group
 I can participate in echo singing
 I can understand musical group terminology – solo

Expressive Elements
 I can identify form - same and different
 I can participate in echo and call and response activities
 I can identify loud and soft sounds
 I can find and perform patterns in music
 I can identify fast and slow sounds
 I can identify changes in music through movement
 I can play a variety of classroom instruments – pitched and un-pitched percussion instruments
 I can perform in a public musical performance at least once a year

Creative Movement Sequence 

 I can explore locomotor and non-locomotor movements 
 I can explore movement with high, middle, and low levels 
 I can explore movement speeds (fast/slow) 
 I can move with awareness of self and general space 
 I can explore directions (up, down, forward, backwards, sideways, diagonal) 
 I can use a variety of body shapes

Folk Dance Learning Sequence

 I can perform movements by step to music 
 I can perform movements by imitation 
 I can perform line and circle dances 
o lines  
o Single circle/single circle with partner 
 I can perform techniques associated with particular dance styles 
o Sashay 
o Mixer 
o Swing your partner (elbow link) 
o Trade places with your partner (partner turn) 
First Grade
I can demonstrate prior knowledge and build on the following:

Rhythmic Learning
 I can perceive the difference between beat and rhythm
 I can use ta, ti-ti, and rest to speak, sing, move, and play rhythms
 I can identify a quarter note, eighth note pair, and quarter rest
 I can compose music using ta, ti-ti, and rest with my voice, body, and instruments
 I can play and sing rhythmic patterns to the steady beat by myself and with others
 I can play a bordun as an accompaniment

Melodic Learning
 I can sing songs with mi-so & mi-so-la
 I can identify melodic direction – up, down, same
 I can sing songs with steps, skips, leaps, and repeated notes
 I can demonstrate appropriate vocal technique (head voice)
 I can understand musical group terminology – solo, duet

Expressive Elements
 I can identify form – AB
 I can improvise and compose music by myself and in a group using my voice, body, and
instruments
 I can identify changes in dynamics
 I can identify changes in tempi
 I can use language to describe unpitched percussion instrument sounds
 I can internalize music
 I can improvise movement
 I can model and echo body percussion
 I can perform in a public musical performance at least once a year

Creative Movement Sequence

 I can demonstrate the difference between locomotor and non-locomotor movements 
 I can demonstrate movement with high, middle, and low levels  
 I can demonstrate movement speeds (fast/slow) 
 I can demonstrate awareness of self and general space 
 I can explore pathways (straight/curvy/zig-zag) 
 I can explore movement elements with a partner 
 I can demonstrate directions (up, down, forward, backwards, sideways, diagonal) 

Folk Dance Learning Sequence

 I can perform movements by step to music 
 I can perform movements by imitation 
 I can perform line and circle dances 
o lines  
o Single circle/single circle with partner 
 I can perform techniques associated with particular dance styles 
o Sashay 
o Mixer 
o Swing your partner (elbow link) 
o Trade places with your partner (partner turn) 
2nd Grade
I can demonstrate prior knowledge and build on the following:

Rhythmic Learning
 I can identify a half note and half rest
 I can use ta, ti-ti, ta-ah, and rest to speak, sing, move, and play rhythms
 I can identify measures and bar lines
 I can feel the difference between 4/4, 3/4, and 2/4 meter signatures
 I can speak, sing, move, and play to ostinato patterns
 I can improvise and compose simple rhythmic patterns
 I can play a bordun and a broken bordun as an accompaniment
 I can identify a strong beat vs. a weak beat

Melodic Learning
 I can sing songs with do-re-mi-so-la/pentatonic scale
 I can identify steps, skips, leaps, and repeated notes
 I can perform a question and/or answer in call and response singing
 I can use my voice to follow melodic direction
 I can speak and sing in 2-parts
 I can understand musical group terminology – solo, duet, trio

Expressive Elements
 I can identify form – AB, ABA, and rondo
 I can identify and use forte & piano
 I can identify visually and aurally the four instrument families – woodwinds, brass, percussion,
strings
 I can identify and use the repeat sign
 I can identify and use crescendo and diminuendo
 I can identify and use the fermata
 I can identify the staff and treble clef
 I can identify songs in other languages
 I can identify songs from other cultures
 I can perform music expressively using poetry and literature
 I can perform in a public musical performance at least once a year

Creative Movement Sequence

 I can improvise locomotor and non-locomotor movements 
 I can demonstrate movement speeds (fast/medium/slow) 
 I can demonstrate pathways (straight/curvy/zig-zag) 
 I can improvise movement with high, middle, and low levels 
 I can demonstrate movement elements in a group or with a partner 
 I can improvise directions (up, down, forward, backwards, sideways, diagonal) 

Folk Dance Learning Sequence

 I can perform line and circle dances 
 lines (Longways set) 
o Concentric circles 
 I can perform techniques associated with particular dance styles 
o Peel the Banana (Cast-off) 
3rd Grade
I can demonstrate prior knowledge and build on the following:

Rhythmic Learning
 I can identify the whole note, dotted half note, and whole rest
 I can use ta, ti-ti, ta-ah, ta-ah-ah, ta-ah-ah-ah, and rest to speak, sing, move, and play rhythms
 I can improvise and compose simple rhythmic patterns using all known notation
 I can identify, compose, and improvise using body percussion
 I can feel and identify the difference between 4/4, 3/4, and 2/4 meter signatures

Melodic Learning
 I can sing songs with so,-la,-do-re-mi-so-la-do’
 I can speak and sing in 2 and 3-parts
 I can understand the difference between high and low vocal registers
 I can understand musical group terminology – solo, duet, trio, quartet, ensemble

Expressive Elements
 I can identify line and space notes
 I can identify soprano, alto, tenor, and bass instruments
 I can identify dynamic markings – pianissimo, piano, forte, fortissimo
 I can perceive tempo – andante
 I can speak, sing, move, and play expressively with appropriate tempo, dynamics, phrasing, and
interpretation
 I can perform in a public musical performance at least once a year

Creative Movement Sequence

 I can improvise pathways (straight/curvy/zig-zag)  
 I can improvise movement elements in a group or with a partner  
 I can explore body facing (side to side, back to back, front to front, etc)  
 I can explore weight (heavy/light, sudden/smooth, bound/free)  

Folk Dance Learning Sequence

 I can perform line and circle dances with and without a partner 
 lines (Longways set) 
o Single circle 
o Concentric circles 
 I can perform techniques associated with particular dance styles 
o Grand Right & Left 
o Do-si-do 
o Swing Your Partner 
o Promenade 
o Allemande 
o Right/Left Hand Star 
o Wring the Dish Rag
4th Grade
I can demonstrate prior knowledge and build on the following:

Rhythmic Learning
 I can use rhythm syllables for all known musical notation to speak, sing, move, and play rhythms
 I can use and identify sixteenth note rhythmic groupings, separated eighth notes, dotted quarter
and syncopation to speak, sing, move, and play
 I can play octaves and cross-overs on barred instruments

Melodic Learning
 I can sing songs with so,-la,-ti,-do-re-mi-fa-so-la-ti-do’
 I can sing songs in the major scale
 I can identify notes on ledger lines
 I can visually and aurally identify an octave interval

Expressive Elements
 I can identify dynamic markings – pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo
 I can perceive and distinguish tempo – largo, andante, presto
 I can identify and create form when I speak, sing, move, and play – AB, ABA, rondo, AABA, ABBA,
ABAB, and ABCA
 I can identify absolute pitches of the lines and spaces on the treble clef staff
 I can perform in a public musical performance at least once a year

Creative Movement Sequence

 I can demonstrate body facing (side to side, back to back, front to front, etc) 
 I can demonstrate weight (heavy/light, sudden/smooth, bound/free) 

Folk Dance Learning Sequence

 I can perform choreographed and non-choreographed movements 
 I can perform dances with and without a partner 
o Sicilian Circle 
 I can perform techniques associated with particular dance styles 
o Wheel & Spokes 
o Grand Right & Left 
5th Grade
I can demonstrate prior knowledge and build on the following:

Rhythmic Learning
 I can use rhythm syllables for all known musical notation to speak, sing, move, and play rhythms
 I can use and identify triplet, dotted-eighth-sixteenth, sixteenth-dotted-eighth, and eighth rest
to speak, sing, move, and play
 I can identify the bass clef symbol
 I can aurally identify the difference between major and minor tonalities
 I can feel and identify 6/8 time signature
 I can read and play simple melodies on the recorder

Melodic Learning
 I can sing songs using known solfege
 I can aurally identify simple chord progressions using I/IV/V
 I can visually identify the notation of a known song

Expressive Elements
 I can identify all known forms and theme and variation
 I can read music that uses Da Capo, Da Segno, Coda, Da Segno al Fine, and 1 st & 2nd ending
 I can perceive and distinguish tempo – largo, andante, moderato, allegro, presto
 I can connect historical events with correlating musical pieces
 I can use musical terminology to evaluate myself and others in musical performances
 I can perform in a public musical performance at least once a year

Creative Movement Sequence

 I can improvise weight (heavy/light, sudden/smooth, bound/free)

Folk Dance Learning Sequence

 2 lines (Longways set) 
 Single circle 
 Mixer 
 Swing your partner (elbow link) 
 Trade places with your partner (partner turn) 
 Concentric circles 
 Peel the Banana (Cast-off) 
 Grand Right & Left 
 Do-si-do 
 Swing Your partner 
 Promenade 
 Allemande 
 Right/Left Hand Star 
 Wring the Dish Rag 
 Wheel & Spokes 
 Sicilian Circle 
 Grand Right & Left