•  Memorizing songs

Examples: sit, stand, listen, sing, start, stop

•  Recognizing the presence or absence of a steady beat

Examples: skipping to "Skip to My Lou," marching to "Yankee Doodle"

•  Expressing musical ideas using creative movement and body percussion

Example: comparing a march to a lullaby

Example: singing and reciting the alphabet

Examples:

- holiday--"Jingle Bells,"

- other cultures and countries--"Frère Jacques"

Example: producing aurally the sounds of a bird and a cow

•  Singing short melodic passages that indicate upward and downward movement in a melody

Example: singing "Hot Cross Buns"

•  Singing expressively using appropriate dynamics and tempo

Examples: piano (p), forte (f)

•  Matching pitch

•  Distinguishing between accompanied and unaccompanied songs

•  Clapping repeated rhythm patterns in familiar songs

•  Performing accompaniments on pitched or nonpitched percussion instruments using a steady beat

•  Improvising a response to a simple rhythmic pattern

Examples: upward, downward, same

Example: "Twinkle, Twinkle, Little Star"

Examples: skipping happily, tiptoeing when scared

Examples:

- low pitch--kettle drum, man's voice;

- high pitch--triangle, woman's voice

•  Singing simple melodic ostinati

•  Demonstrating rhythm patterns by reading quarter notes, quarter rests, paired eighth notes, and half notes

•  Selecting appropriate classroom instruments to create musical accompaniments

•  Singing songs representative of other cultures and countries

•  Performing folk dances appropriate for age level to music from various cultures.

Example: Chinese ribbon dance

•  Playing simple rhythmic ostinati

Examples: creating pictures that use shapes to illustrate patterns, comparing musical forms to visual arts

Examples: "Star Spangled Banner," "America," "God Bless America"

Example: naming the spaces on a blank treble clef staff

Examples: male and female voices, simple classroom instruments

•  Using appropriate dynamics while singing expressively

•  Singing rounds

•  Singing songs of other cultures and countries

•  Identifying the components of a chord

Example: using gestures or drawings to indicate upward and downward direction of melody

•  Defining terms associated with printed music, including fermata, slur, fine, and da capo (D.C.)

•  Singing intervals within the major pentatonic scale

•  Singing legato and staccato

•  Singing songs of other cultures and countries

•  Singing using a variety of dynamics

•  Singing partner songs

Example: I, V, I

Examples: recorders, barred instruments, keyboards

•  Playing melodic and rhythmic ostinati

Example: motif from first movement of Ludwig von Beethoven's Symphony No. 5

•  Identifying individual instruments by sight

•  Identifying individual instruments by sound

Examples: jazz, pop, country

•  Identifying tempo markings such as allegro, presto, largo, and andante

•  Identifying components of a given composition, including harmony, melody, rhythm, texture, form, timbre, and expressive elements

•  Singing descants

•  Identifying intervals of the diatonic scale in printed music

•  Recognizing the difference between major and minor tonality

Examples: Baroque, Classical, Romantic, contemporary

•  Identifying composers of each era of music

•  Demonstrating proper posture, hand position, and embouchure for playing a recorder

•  Identifying members of the recorder family

Examples: soprano, alto, tenor, bass

•  Demonstrating proper pitch control of notes in the lower register of the soprano recorder

•  Playing two- and three-part arrangements

•  Singing descants to produce harmony

Example: Edvard Grieg's use of changes in tempo, dynamics, and instrumentation to create excitement in In the Hall of the Mountain King

•  Identifying accidentals, including flats, sharps, and naturals

•  Creating chordal accompaniments

Example: "We Shall Overcome" as a symbol of the Civil Rights Movement

Examples: Western music based on diatonic scale, music of the Far East based on pentatonic scale

•  Identifying instruments unique to a specific culture

Examples: bagpipe--Scottish, talking drums--African

•  Identifying ensembles unique to a specific culture

Examples:

- jazz band--American,

- mariachi band--Mexican,

- steel drums--Jamaican

Examples: graphing techniques used in music and mathematics to visualize relationships between two variables; investigations used in music and science to explore how sound travels; writing, reading, and diction studied in music and English language arts; specific terms used in music and visual arts for repeated patterns

•  Identifying uses of technology in music