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Elementary Music Curriculum
Elementary Music Curriculum
Elementary Music Curriculum
MUSIC CURRICULUM
GRADES K-6
Standard 1:
Singing, alone and with others, a varied repertoire of music
Kindergarten
First Grade
Second Grade
• Sing independently, on pitch and in rhythm with correct posture and tempo
• Students sing expressively, with appropriate dynamics, phrasing and
interpretation
• Students sing from memory a varied repertoire of songs representing genres
and styles from diverse cultures
• Students sing in groups, matching dynamic levels, and responding to the cues
of a conductor
• Students sing rounds and ostinatos
Third Grade
• Sing independently, on pitch and in rhythm with correct posture and tempo
• Students sing expressively, with appropriate dynamics, phrasing and
interpretation
• Students sing from memory a varied repertoire of songs representing genres
and styles from diverse cultures
• Students sing in groups, matching dynamic levels, and responding to the cues
of a conductor
• Students sing rounds and ostinatos
Fourth Grade
• Sing independently, on pitch and in rhythm with correct posture and tempo
• Students sing expressively, with appropriate dynamics, phrasing and
interpretation
• Students sing from memory a varied repertoire of songs representing genres
and styles from diverse cultures
• Students sing in groups, matching dynamic levels, and responding to the cues
of a conductor
• Students sing ostinatos, partner songs and rounds
Fifth Grade
• Sing independently, on pitch and in rhythm with correct diction posture and
tempo
• Students sing expressively, with appropriate dynamics, phrasing and
interpretation
• Students sing from memory a varied repertoire of songs representing genres
and styles from diverse cultures
• Students sing in groups, blending vocal timbres, matching dynamic levels, and
responding to the cues of a conductor
• Students sing ostinatos, partner songs and rounds
Sixth Grade
• Sing independently, on pitch and in rhythm with correct diction posture and
tempo
• Students sing expressively, with appropriate dynamics, phrasing and
interpretation
• Students sing from memory a varied repertoire of songs representing genres
and styles from diverse cultures ·
• Students sing in groups, blending vocal timbres, matching dynamic levels, and
responding to the cues of a conductor
• Students sing ostinatos, partner songs and rounds
Sixth Grade Chorus
• Sing independently, on pitch and in rhythm with correct diction posture and
tempo at the appropriate level for performance
• Students sing expressively, with appropriate dynamics, phrasing and
interpretation at the appropriate level for performance
• Students sing from memory a·varied repertoire of songs representing genres
and styles from diverse cultures at the appropriate level for performance
• Students sing in groups, blending vocal timbres, matching dynamic levels, and
responding to the cues of a conductor at the appropriate level for performance
Standard 2:
Performing on instruments, alone and with others, a varied repertoire
of music
Kindergarten
First Grade
Second Grade
• Students are introduced to performing with good posture, playing position and
breath, bow or stick control during their weekly lesson and ensemble
rehearsal.
• Students are introduced to performing with expression and technical accuracy
during their weekly lesson and ensemble rehearsal.
• Students are introduced to playing by ear during their weekly lesson and
ensemble rehearsal.
Fourth Grade
• Students perform with good posture, playing position and breath, bow or stick
control during their weekly lesson and ensemble rehearsal.
• Students perform with expression and technical accuracy during their weekly
lesson and ensemble rehearsal.
• Students play by ear during their weekly lesson and ensemble rehearsal.
Fifth Grade
• Students perform with good posture, playing position and breath, bow or stick
control during their weekly lesson and ensemble rehearsal.
• Students perform with expression and technical accuracy during their weekly
lesson and ensemble rehearsal.
• Students play by ear during their weekly lesson and ensemble rehearsal
Sixth Grade
• Students perform with good posture, playing position and breath, bow or stick
control during their weekly lesson and ensemble rehearsal.
• Students perform with expression and technical accuracy during their weekly
lesson and ensemble rehearsal.
• Students play by ear during their weekly lesson and ensemble rehearsal
Standard 3:
Improvising melodies, variations and accompaniments
Kindergarten
First Grade
Second Grade
Third Grade
Fifth Grade
• Students create and arrange short songs and instrumental pieces within
specified guidelines
Sixth Grade
• Students create and arrange short songs and instrumental pieces within
specified guidelines
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
• Students create and arrange short songs and instrumental pieces within
specified guidelines
Fifth Grade
Second Grade
• Students use a system (i.e. syllables, numbers or letters) to read simple pitch
notation in the treble clef in major keys
• Students identify symbols and traditional terms referring to dynamics and
interpret them correctly when performing
• Students are introduced to symbols and traditional terms referring to tempo
and interpret them correctly when performing
Third Grade
• Students read whole, half, quarter and eighth notes in 2/4, 3/4 and 4/4 meter
signatures
• Students use a system (i.e. syllables, numbers or letters) to read simple pitch
notation in the treble clef in major keys
• Students identify symbols and traditional terms referring to dynamics and
tempo and interpret them correctly when performing
• Students are introduced to symbols and traditional terms referring to
articulation and interpret them correctly when performing
• Students are introduced to dotted half, sixteenth and dotted eighth- sixteenth
notes in 2/4, 3/4 and 4/4 meter signatures
• Students are introduced to reading and performing whole, half, dotted half,
quarter, dotted quarter, eighth and the corresponding rests in 2/4, 3/4 and 4/4
meter signatures in their weekly lessons and ensemble rehearsals
• Students use the traditional system to read simple pitch notation in the clef of
their instrument in their weekly lessons and ensemble rehearsals
• Students identify symbols and traditional terms referring to dynamics, tempo
and articulation and interpret them correctly when performing in their weekly
lessons and ensemble rehearsals
• Students use standard symbols to notate meter, rhythm, pitch and dynamics in
simple patterns presented by the teacher in their weekly lessons and ensemble
rehearsals
Fourth Grade
• Students read whole, half, dotted half, quarter, eighth, sixteenth and dotted
eighth/ sixteenth notes in 2/4, 3/4 and 4/4 meter signatures
• Students use a system (i.e. syllables, numbers or letters) to read simple pitch
notation in the treble clef in rriajor keys
• Students identify symbols and traditional terms referring to dynamics, tempo
and articulation and interpret them correctly when performing
• Students are introduced to dotted quarter/ eighth note rhythms in 2/4, 3/4 and
4/4 meter signatures
• Students are introduced to reading and performing whole, half, dotted half,
quarter, dotted quarter, eighth and the corresponding rests in 2/4, 3/4 and 4/4
meter signatures in their weekly lessons and ensemble rehearsals
• Students use the traditional system to read simple pitch notation in the clef of
their instrument in their weekly lessons and ensemble rehearsals
• Students identify symbols and traditional terms referring to dynamics, tempo
and articulation and interpret them correctly when performing in their weekly
lessons and ensemble rehearsals
• Students use standard symbols to notate meter, rhythm, pitch and dynamics in
simple patterns presented by the teacher in their weekly lessons and ensemble
rehearsals
Fifth Grade
• Students read whole, half, dotted half, quarter, eighth, sixteenth and dotted
eighth/ sixteenth notes in 2/4, 3/4 and 4/4 meter signatures
• Students use a system (i.e. syllables, numbers or letters) to read simple pitch
notation in the treble clef in major keys
• Students identify symbols and traditional terms referring to dynamics, tempo
and articulation and interpret them correctly when performing
• Students read whole, half, dotted half, quarter, eighth, sixteenth and dotted
eighth/ sixteenth notes in 2/4, 3/4 and 4/4 meter signatures at the appropriate
level for performance
Fifth Grade Instrumental (all band orchestral instruments)
• Students read and perform whole, half, dotted half, quarter, dotted quarter,
eighth and the corresponding rests in 2/4, 3/4 and 4/4 meter signatures in their
weekly lessons and ensemble rehearsals
• Students use the traditional system to read simple pitch notation in the clef of
their instrument in their weekly lessons and ensemble rehearsals
• Students identify symbols and traditional terms referring to dynamics, tempo
and articulation and interpret them correctly when performing in their weekly
lessons and ensemble rehearsals
• Students use standard symbols to notate meter, rhythm, pitch and dynamics in
simple patterns presented by the teacher in their weekly lessons and ensemble
rehearsals
• Students are introduced to sixteenth notes and sixteenth note combinations in
2/4, 3/4 and 4/4 meter signatures in their weekly lessons and ensemble
rehearsals
• Students are introduced to 6/8 and¢ (cut time) meter signatures in their
weekly lessons and ensemble rehearsals
• Students sight read accurately and expressively music with a difficulty level
of 1 on a scale of 1 to 6
Sixth Grade
• Students read whole, half, dotted half, quarter, eighth, sixteenth and dotted
eighth/ sixteenth notes in 2/4, 3/4 and 4/4 meter signatures
• Students use a system (i.e. syllables, numbers or letters) to read simple pitch
notation in the treble clef in major keys
• Students identify symbols and traditional terms referring to dynamics, tempo
and articulation and interpret them correctly when performing
• Students read whole, half, dotted half, quarter, eighth, sixteenth and dotted
eighth/ sixteenth notes in 2/4, 3/4 and 4/4 meter signatures at the appropriate
level for performance
• Students are introduced to 3/8, 6/8 and ¢ (cut time) meter signatures
Sixth Grade Instrumental (all band and orchestral instruments)
• Students read and perform whole, half, dotted half, quarter, dotted quarter, eighth
and sixteenth notes and the corresponding rests in 2/4, 3/4 ,4/4, 6/8 and
¢ (cut time) meter signatures in their weekly lessons and ensemble rehearsals
• Students use the traditional system to read simple pitch notation in the clef of
their instrument in their weekly lessons and ensemble rehearsals
• Students identify symbols and traditional terms referring to dynamics, tempo
and articulation and interpret them correctly when performing in their weekly
lessons and ensemble rehearsals
• Students use standard symbols to notate meter, rhythm, pitch and dynamics in
simple patterns presented by the teacher in their weekly lessons and ensemble
rehearsals
• Students sight read accurately and expressively music with a difficulty level
of 1 on a scale of 1 to 6
Standard 6:
Listening to, analyzing and describing music
Kindergarten
First Grade
Second Grade
Fourth Grade
Sixth Grade
Third Grade
• Students are introduced to criteria for evaluating the quality and effectiveness
of music perfonnances and compositions and apply the criteria in their
personal listening and performing
Fourth Grade
• Students develop criteria for evaluating the quality and effectiveness of music
performances and compositions and apply the criteria in their personal
listening and performing I
• Students are introduced to evaluating the quality and effectiveness of their
own and others' perform;ances, compositions, arrangements and
improvisations by applying specific criteria appropriate for the style of the
music and offering constructive suggestions for improvement
Fifth Grade
• Students develop criteria for evaluating the quality and effectiveness of music
performances and compositions and apply the criteria in their personal
listening and performing
• Students evaluate the quality and effectiveness of their own and others'
performances, compositions, arrangements and improvisations by applying
specific criteria appropriate for the style of the music and offer constructive
suggestions for improvement
Sixth Grade
• Students develop criteria for evaluating the quality and effectiveness of music
performances and compositions and apply the criteria in their personal
listening and performing
• Students evaluate the quality and effectiveness of their own and others'
performances, compositions, arrangements and improvisations by applying
specific criteria appropriate for the style of the music and offer constructive
suggestions for improvement
Standard 8:
Understanding relationships between music, the other arts and
disciplines outside the arts.
Kindergarten
• Students are introduced to ways in which the principles and subject matter of
other disciplines taught in the school are interrelated with those of music
First Grade
• Students identify ways in which the principles and subject matter of other
disciplines taught in the school are interrelated with those of music
Second Grade
• Students identify ways in which the principles and subject matter of other
disciplines taught in the school are interrelated with those of music
• Students are introduced to similarities and differences in the meanings of
common terms used in the various arts
Third Grade
• Students identify ways in which the principles and subject matter of other
disciplines taught in the school are interrelated with those of music
• Students identify similarities and differences in the meanings of common
terms used in the various arts
• Students are introduced to ways in which the principles and subject matter of
other disciplines taught in the school are interrelated with those of music
Fourth Grade
• Students identify ways in which the principles and subject matter of other
disciplines taught in the school are interrelated with those of music
• Students identify similarities and differences in the meanings of common
terms used in the various arts
• Students are introduced to and describe ways in which the principles and
subject matter of other disciplines taught in the school are interrelated with
those of music
Fifth Grade
• Students identify ways in which the principles and subject matter of other
disciplines taught in the school are interrelated with those of music
• Students identify similarities and differences in the meanings of common
terms used in the various arts
• Students describe ways in which the principles and subject matter of other
disciplines taught in the school are interrelated with those of music
Sixth Grade
• Students identify ways in which the principles and subject matter of other
disciplines taught in the school are interrelated with those of music
• Students identify similarities and differences in the meanings of common
terms used in the various arts
• Students are introduced to ways in which the principles and subject matter of
other disciplines taught in the school are interrelated with those of music in a
performing group
• Students describe ways in which the principles and subject matter of other
disciplines taught in the school are interrelated with those of music
Standard 9:
Understanding Music in relation to history and culture
Kindergarten
First Grade
• Students demonstrate audience behavior appropriate for the context and style
of music performed
• . Students identify various uses of music in their daily experiences and describe
characteristics that make certain music suitable for each use
• Students are introduced to patterned dances of various cultures
Second Grade
• Students demonstrate audience behavior appropriate for the context and style
of music performed
• Students identify various uses of music in their daily experiences and describe
characteristics that make certain music suitable for each use
• Students perform patterned dances of various cultures
• Students are introduced to in simple terms how elements of music are used in
music examples from various cultures of the world
Third Grade
• Students demonstrate audience behavior appropriate for the context and style
of music performed
• Students identify various uses of music in their daily experiences and describe
characteristics that make certain music suitable for each use
• Students perform patterned dances of various cultures
• Students describe in simple terms how elements of music are used in music
examples from various cultures of the world
Fourth Grade
• Students demonstrate audience behavior appropriate for the context and style
of music performed
• Students identify various uses of music in their daily experiences and describe
characteristics that make certain music suitable for each use
• Students perform patterned dances of various cultures
• Students describe in simple terms how elements of music are used in music
examples from various cultures of the world
Fifth Grade
• Students demonstrate audience behavior appropriate for the context and style
of music performed
• Students identify various uses of music in their daily experiences and describe
characteristics that make certain music suitable for each use
• Students perform patterned dances of various cultures
• Students are introduced to roll of musicians in various settings and cultures
• Students describe in simple terms how elements of music are used in music
examples from various cultures of the world
Sixth Grade
• Students demonstrate audience behavior appropriate for the context and style
of music performed
•
• Students identify various uses of music in their daily experiences and describe
characteristics that make certain music suitable for each use
• Students perform patterned dances of various cultures
• Students identify and describe roles of musicians in various settings and
cultures
• Students identify by genre or style, aural examples of music from various
historical periods and cultures
• Students describe in simple terms how elements of music are used in music
examples from various cultures of the world
Sixth Grade Chorus
• Students describe in simple terms how elements of music are used in music
examples from various cultures of the world
• Students identify various uses of music in their daily experiences and describe
characteristics that make certain music suitable for each use
Standard 1: Singing
• Audio
• TVNCR/DVD and computer
• Grade appropriate teacher's manuals/corresponding CD's and student texts
• Piano, guitar, electric keyboard, autoharp
• Sheet music for small and large vocal ensembles
• Whiteboard/ chalkboard
• Large open space
• Audio
• TV/VCR/DVD and computer
• Grade appropriate teacher's manuals/corresponding CD's and student texts
• Piano, guitar, electric keyboard, autoharp
• Sheet music for small and large instrumental ensembles
• Grade appropriate classroom instruments:
• Rhythm (maracas, hand drums, tambourines, etc.)
• Melody (Orff xylophones, resonator bells, step bells, etc.)
• Music stands and chairs
• Necessary percussion instruments for performing ensembles (bass drum, snare
drum, suspended cymbal, crash cymbals, appropriate mallets, orchestra bells, etc.)
• Large band/orchestra instruments (tuba, baritone, string bass, cello, etc.)
• Whiteboard/ chalkboard
• Large open space
Standard 3: Improvisation
• Audio
• TV/VCR/DVD and computer
• Grade appropriate teacher's manuals/corresponding CD's and student texts
• Piano, guitar, electric keyboard, autoharp
• Grade appropriate classroom instruments:
• Rhythm (maracas, hand drums, tambourines, etc.)
• Melody (Orff xylophones, resonator bells, step bells, etc.)
• Whiteboard/ chalkboard
• Large open space
Standard 4: Composing
• Audio
• Computer
• Grade appropriate teacher's manuals/corresponding CD's and student texts
• Piano, electric keyboard
• Grade appropriate classroom instruments:
• Rhythm (maracas, hand drums, tambourines, etc.)
• Melody (Orff xylophones, resonator bells, step bells, etc.)
• Staff paper and pencils
• Whiteboard/chalkboard
• Large open space
• Age appropriate audio visual aids (flash cards, felt board, manipulatives)
• Computer
• Staff paper and pencils
• Grade appropriate teacher's manuals/corresponding CD's and student texts
• Age appropriate audio visual aids (flash cards, felt board, manipulatives)
• Necessary percussion instruments for performing ensembles (bass drum, snare
drum, suspended cymbal, crash cymbals, appropriate mallets, orchestra bells, etc.)
• Whiteboard/chalkboard
• Sheet music for small and large instrumental/vocal ensembles
• Large open space
• Music stands and chairs
Standard 6: Listening
• Audio
• Audio
• TV/VCR/DVD and computer
• Grade appropriate teacher's manuals/corresponding CD's and student texts
• Paper, writing utensils
• Large open space/staging area
• Audio
• .TV/VCR/DVD and computer
• Grade appropriate teacher's manuals/corresponding CD's and student texts
• Maps and resources from other disciplines
• Large open space
• Sheet music for small and large instrumental/vocal ensembles
• Audio
• TVNCR/DVD and.computer
• Grade appropriate teacher's manuals/corresponding CD's and student texts
• Maps and resources from other disciplines
• Large open space
• Sheet music for small and large instrumental/vocal ensembles
Appendix B
Assessment
This data will be compiled and recorded under four headings: Performance,
Music Skills, Cross-Curriculum Integration, Social Responsibilities, to generate
grades.
Selection Criteria for Music Texts
• Equipment needed
• Realistic Visuals
• Balance of elements