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Standard 1 Music Performance: Vocal In Grade 1 Students will: (a.,c.) 1. sing independently and from memory demonstrating proper use of singing voice (head voice) and posture. (e). 2. follow the conductors direction to sing fast and slow tempos, loud and soft dynamics, and observe rests and introductions. (a) 3. echo tonal patterns in pitch on neutral syllables in DMaj. , do, mi, so
In grade 2 Students will: (a,c) 1. sing independently, from memory, using proper sing techniques (head voice) and demonstrating proper posture. (b). 2 sing songs as a class and be able to change tempo and dynamics as indicated by conductor (e) 3. not sing on rests and introductions when singing songs. (a) 4 echo tonal patterns in pitch with solfege syllables in D major that include do, mi. so and la In grade 3 Students will: (a,b,d) 1. sing alone one song from memory and one song reading from a score, with correct posture, a good singing voice, good diction and maintain a steady tempo. (a) 2. echo tonal patterns in pitch using solfege and kodaly hand signs in D , do, mi. so and la. Standard 2 Music Performance: Instrumental In grade 1 Students will: (a). 1. demonstrate steady beat using large body movements (marching, swaying) and on simple classroom instruments(hand drum, sticks) while class sings a song from the grade 1 song list. (a) 2. distinguish between a selection with a steady beat and a selection without a steady beat. (d). 3. echo rhythm patterns using quarter notes, connected eighth notes and dotted quarter notes on a neutral syllable in duple meter and simple triple meter. In grade 2 Students will: (a) 1. demonstrate steady beat using complex body movements (clapping tapping, patching) and classroom instruments (tone blocks, tambourines, finger cymbals) while singing. (d.) 2 . echo rhythm patterns using quarter note, and eighth note half note, in duple and simple triple meter and using a rhythm system such as Kodaly. (b) 3. accompany the class with a simple ostinato (pattern) on an un-pitched instrument while class sings a song from the grade 2 song list. (f). 4. play pitched classroom instruments on independent contrasting parts while students sing using songs from the grade 2 song list. (g) 5. Play un-pitched instruments using good position. In grade 3 students will: (a) 1. learn to play B, A, G and high C and D on recorder , reading letters written not notes on a staff . (f) 3. be able to play a chord on a harmonic or melodic instrument while others sing their part. I.E. recorders, autoharp, or xylophones playing a triad while the others sing a song. Standard 3 Music: Improvisation In grade 1 Students will: (a) 1. improvise “answers “ to call & response songs. (b) 2. improvise a one measure rhythmic ositnato by using gross motor body movements to a given song (e) 3. improvise new verses to known songs. In grade 2 Students will: (b) 1 improvise small body movements to the song. (c) 2. improvise new verses to a song. (a) 3 improvise “a call “ to call & response song. (a) 4 improvise rhythm answers to teacher call on a drum in one measure of 4/4 time. In grade 3 students will: (a.)1. using neutral syllables to answer the teacher’s rhythmic pattern with one they improvise on a short four beat measure. (b)2. create an easy ostinato pattern in a tonic key to accompany a song. Standard 4 Music: Composition In grade 1 students will: (a,c) select instruments and using unconventional notation arrange their use to accompany a poem. In grade 2 students will: (b) 1. write a simple rhythmic pattern (1 measure in 4/4 time) using quarter, quarter rest and connected eighth notes. In grade 3 students will: (b)1. write a simple 4 measure melody line in 4/4 meter that begins and ends of G and play it for the class on recorder or glockenspiel. Standard 5 Music: Notation In grade 1 students will: (a) 1. clap quarter notes, quarter rests and half notes with steady tempo when presented with written notation. (c) 2. identify tempo and dynamics of given aural examples. (a) 3. identify, g clef, staff, half note , time sign, quarter note and quarter rest. (d) 4. identify if a note is on the line of a staff on in the space of the staff. In grade 2 students will: (a) 1. identify staff, clef, bar lines, time signatures, measures, double bar lines, quarter notes, quarter rests, half notes, and connected eighth notes. (a) 2. read simple clap posters with quarter notes, quarter rests, half notes and connected eighth notes with a steady tempo. (c) 3. identify getting faster and getting slower, getting louder and getter softer when listening to examples. (d) 4. draw a g clef, note with a staff line through it (line note) and a note without a line through it (space note) (d) 5. state the letter name of notes in the g clef. (d) 6. count the number of measures in a given line of music. (simple 4/4 time no pick up notes) (d) 7. notate a simple clapped pattern of one measure in 4/4 time using quarter notes, quarter rests, half notes and connected eighth notes. In grade 3 students will: (a) 1. read quarter, quarter rest, half, eighth notes connected and whole notes while keeping a steady beat with their heals. (a) 2. be able to identify, g clef, staff, bar line, double bar line, eighth (notes separate and together), quarter note, quarter rest, half note, whole note, sharp, flat, time sign, and name how many beats per measure reading the time signatures of 4/4 and 3/4. (b) 3. count the beats that are in a given measure and distinguish between a full or incomplete measure in simple 4/4 time with quarter notes, quarter rests and half notes. (b) 4. be able to identify and notate the notes of the g clef, on the staff. (c) 5. locate the notation for dynamics, tempo and meter on a written piece of music. (c). 6. identify forte and piano, allegro and andante on a written piece of music. (d). 7. write simple rhythmic and tonal patterns dictated by the teacher using non-conventional notation. Standard 6 Music: Analysis Grade 1 students will: (e. b).1. use gross motor movements in response to music i.e. Swaying, walking, running, skipping, marching sharing the space in the room properly. (d) 2 identify visually instruments of the orchestra limited to. Trumpet, trombone, French Horn, Tuba, Violin, Cello, Double Bass, Flute, Clarinet, Oboe, Bassoon, Snare Drum, Piano, Bass Drum, Tambourine, Triangle and Xylophone. (d) 3. Aurally distinguish between male, female, adult or children’s voices in music and orchestra, band and chorus. (d) 4 identify aurally, hand drum, tone block, tambourine, and triangle. (a) 5. identify refrain from verse of a song that is sung. Grade 2 students will: (a.) 1. identify the form AB (refrain, verse). (e) 2. identify the tempo, dynamic and tonal colors of music performed for them. (f) 3. identify by sight instruments from the orchestra and be able to categorize them by family and characteristics. (d) 4. be able to identify by sound classroom instruments, all grade 1 plus, wash board, guitar, piano, sand paper blocks, cymbals. Grade 3 students will: (a). 1 define program music as music that tells a story. (a) 2. identify ABA form, and verse and refrain,. (b). 3. write a paragraph telling about a piece of music played in class, explaining, tempo, dynamics, tone color and style. (c). 4. identify the terms tempo and dynamics, allegro, andante, forte, piano. (d) 5. be able to identify by sound the four families of the orchestra Standard 7 Music: Evaluation Grade 1 Students will: (b) 1 explain why they like a song, we have sung in class, using correct music terminology. Students will: Grade 2 students will: (b) 1. choose a favorite instrumental song that has been played during the year and tell about it using correct musical terminology, including name of composer and piece, at least two attributes such as, tempo, dynamics, tone color. Students will specifically explain why they liked the piece speaking loudly and clearly enough for all to hear. Grade 3 students will: (a) 1. devise a chart as a class in which each student will enter information for each piece of music they hear played. The chart will contain such items as: tempo, dynamics, tone color, form, what mood the music evoked, style, musical time period and their personal thoughts on the piece.
Standard 8 Music: Connections Grade 1students will: (a) 1. See patterns in music and math. (b) 2. express the mood of a musical selection through dance. Grade 2 students will: (b). 1. identify one thing in music class that ties in with math and language arts. (a) 2. know the definition/ differences of the word score in music and physical education Grade 3 students will: (a)1. describe how the form of a musical selection and the form of a dance are alike. (b).3. identify how a computer could help us learn music. Standard 9 Music: History And Cultures Grade 1 students will: (a). 1 identify Hispanic music. (c) 2. identify sad, exciting and say when they might hear them in music. (e) 3. demonstrate proper audience behavior for various contexts of performances. Grade 2 students will: (c) 1. choose appropriate music to fit the given moods or occasions. (d) 2. be able to define the word composer. (b) 3 be able to identify Flight of the Bumblebee and Afternoon of a faun and explain why the composer used the tempo that he did in each. Grade 3 students will: (b).1. compare and contrast how music was used in early communities and how music is used in our modern community. Standard 10 Music and movement Grade 1 students will: (d) 1. show tempo by moving their body with gross body movements. (a.) 2.Show shared space and self space by dancing to songs. (d) 3. show dynamics by moving their bodies to music with gross body movements (e). 4. do simple line or circle dances and dance games. Grade 2 students will: (b) 1. use fine motor movements in response to music, clapping, snapping, patting, simple patterns with fine body movements. (pat clap clap) (e). 2. do more complex line or circle dances and dance games from various cultures. Grade 3 students will: (b). 1. learn several dances and be able to explain how the steps of the dance relate to the music characteristics.
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