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Arts Education, Grade K, Music, 2006

1.) Sing simple songs alone and with others following the contour of melody.

•  Memorizing songs
2.) Demonstrate responses to nonverbal conducting cues.

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

3.) Imitate a steady beat while playing various rhythm instruments.

•  Recognizing the presence or absence of a steady beat
4.) Echo short rhythm patterns consisting of quarter notes, quarter rests, and paired eighth notes.

5.) Improvise four-beat melodies using "la," "sol," and "mi."

6.) Create expressive movement to folk songs, folk games, lullabies, and marches.

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

•  Expressing musical ideas using creative movement and body percussion
7.) Identify similarities and differences in familiar songs, including fast or slow and loud or soft.

Example: comparing a march to a lullaby

8.) Identify like and unlike phrases presented aurally in a piece of music.

9.) Identify solo or group performances by sound.

10.) Identify sets of two and three beats.

11.) Recognize differences between adult and children's voices.

12.) Demonstrate singing and speaking voices.

Example: singing and reciting the alphabet

13.) Recognize holiday songs and simple songs from other cultures and countries.

Examples:

- holiday--"Jingle Bells,"

- other cultures and countries--"Frère Jacques"

14.) Identify various rhythm instruments by sight.

15.) Differentiate high and low vocal sounds through vocal exploration.

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

16.) Identify the seven letters of the musical alphabet.


Arts Education, Grade 1, Music, 2006

1.) Sing songs from various cultures and countries within an age-appropriate vocal range, using clear vocal tones.

•  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
2.) Improvise four-beat melodies using "mi," "re," and "do."

3.) Demonstrate rhythm patterns by reading quarter notes, quarter rests, paired eighth notes, and half notes, including playing them on various rhythm instruments.

•  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
4.) Demonstrate vocal responses to conductor cues for loud and soft.

5.) Identify melodic direction on the musical staff.

Examples: upward, downward, same

6.) Identify notes as being line note or space note on a musical staff.

7.) Identify by sight and sound the difference between a note and a rest.

8.) Identify musical phrases in a song presented aurally.

Example: "Twinkle, Twinkle, Little Star"

9.) Use creative movement to express the mood of musical selections.

Examples: skipping happily, tiptoeing when scared

10.) Identify duple meter as strong-weak beat organization.

11.) Identify AB form in a musical selection.

12.) Identify long and short musical sounds.

13.) Distinguish between low and high sounds produced by voices or instruments.

Examples:

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

- high pitch--triangle, woman's voice

14.) Identify the number of lines and spaces on the treble clef staff.

15.) Describe how vibrations produce musical sounds.


Arts Education, Grade 2, Music, 2006

1.) Sing on pitch using good posture.

•  Singing simple melodic ostinati
2.) Improvise eight-beat melodies using "la," "so," "mi," "re," and "do."

3.) Perform accompaniments to poems, rhymes, stories, dramatizations, and songs using pitched instruments.

•  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
4.) Identify music terms related to tempo changes in music, including accelerando and ritardando.

5.) Identify triple meter as strong-weak-weak beat organization.

6.) Identify ABA form in a musical selection.

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

7.) Identify steps, leaps, and repeated notes in printed music.

8.) Identify American patriotic songs.

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

9.) Classify rhythm instruments by method of tone production, including striking, shaking, scraping, and ringing.

10.) Identify letter names of lines and spaces on the treble clef staff.

Example: naming the spaces on a blank treble clef staff

11.) Identify the difference between a verse and a refrain in a familiar musical selection.

12.) Identify dynamic markings of forte (f) and piano (p).

13.) Distinguish between various vocal and instrumental timbres.

Examples: male and female voices, simple classroom instruments


Arts Education, Grade 3, Music, 2006

1.) Demonstrate proper vocal technique by using pure head tone, good posture, and correct rhythm.

•  Using appropriate dynamics while singing expressively
•  Singing rounds
•  Singing songs of other cultures and countries
2.) Sing melodic ostinati to create harmony.

3.) Improvise eight-beat melodies using "la," "so," "mi," "re," "do," and quarter-note and eighth-note rhythms.

4.) Play rhythm patterns, including whole notes and dotted half notes using pitched or nonpitched instruments or by clapping.

5.) Perform rhythmic ostinati while others are singing a melody.

•  Identifying the components of a chord
6.) Demonstrate melodic contour through creative movement.

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

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8.) Identify ABC form in musical selections.

9.) Identify meter according to strong and weak beat organization.

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10.) Identify music symbols found on the staff, including the treble clef, meter signatures, bar lines, measures, double bar line, and repeat signs.

•  Defining terms associated with printed music, including fermata, slur, fine, and da capo (D.C.)
11.) Identify the four families of instruments in an orchestra.

12.) Identify music terms related to dynamics in music, including fortissimo (ff) and pianissimo (pp).

13.) Identify the musical alphabet ascending on lines and spaces from middle C to G above the staff.

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Arts Education, Grade 4, Music, 2006

1.) Perform a varied repertoire of music using vocal technique, pure head tone, good diction, good posture, proper pitch and rhythm, and breath control.

•  Singing intervals within the major pentatonic scale
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•  Singing legato and staccato
•  Singing songs of other cultures and countries
•  Singing using a variety of dynamics
2.) Sing in rounds or canons to create harmony.

•  Singing partner songs
3.) Improvise eight-beat melodies using "sol," "mi," "la," "re," and "do" with half notes, quarter notes, quarter rests, and syncopation.

4.) Perform simple chord progression on pitched instruments.

Example: I, V, I

5.) Perform simple melodies on pitched instruments.

Examples: recorders, barred instruments, keyboards

6.) Perform rhythm patterns, including syncopation and eighth- and sixteenth-note combinations on various rhythm instruments.

•  Playing melodic and rhythmic ostinati
7.) Create new words for familiar songs, indicating phrase structure.

8.) Improvise pentatonic melodies using a variety of sound sources, including electronic sources.

9.) Identify ledger-line notes C and B below the treble staff.

10.) Identify theme and variations in musical selections.

11.) Identify melodic sequences in a melody.

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

12.) Classify orchestral instruments by family.

•  Identifying individual instruments by sight
•  Identifying individual instruments by sound
13.) Recognize styles of twentieth-century music.

Examples: jazz, pop, country


Arts Education, Grade 5, Music, 2006

1.) Sing intervals on pitch within a major diatonic scale.

2.) Improvise eight-beat melodies using "la," "sol," "mi," "re," and "do" with a variety of rhythms and phrases.

3.) Play rhythm patterns, including triplets and dotted eighth- and sixteenth-note combinations on pitched and nonpitched instruments.

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•  Identifying tempo markings such as allegro, presto, largo, and andante
4.) Perform simple melodies on recorders.

5.) Improvise melodies in a major diatonic scale by singing or using a pitched instrument.

6.) Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.

•  Identifying components of a given composition, including harmony, melody, rhythm, texture, form, timbre, and expressive elements
7.) Sing partner songs to create harmony.

•  Singing descants
8.) Demonstrate appropriate use of legato and staccato in a song.

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10.) Identify ledger-line notes A, B, and C above the treble staff.

11.) Identify whole and half steps of the major diatonic scale in printed music.

•  Identifying intervals of the diatonic scale in printed music
•  Recognizing the difference between major and minor tonality
12.) Identify instruments in an orchestra by sight and sound.

13.) Recognize vocal timbre as soprano, alto, tenor, or bass.

14.) Identify eras of music.

Examples: Baroque, Classical, Romantic, contemporary

•  Identifying composers of each era of music

Arts Education, Grade 6 - 8, Music, 2006

1.) Play melodies on the recorder within an octave range, using a pleasing tone quality.

•  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
2.) Demonstrate a characteristic sound while singing unison or two-part songs.

•  Singing descants to produce harmony
3.) Sight-read rhythm patterns commonly found in middle-level literature.

4.) Sight-read eight-beat, stepwise, and unison melodic patterns.

5.) Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.

6.) Create movement to illustrate the form of a composition.

7.) Describe the characteristics used by the composer in a selected musical example to create a mood or effect.

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

8.) Identify the names of lines and spaces in the bass clef.

•  Identifying accidentals, including flats, sharps, and naturals
9.) Recognize I, IV, and V chords in C and F major.

•  Creating chordal accompaniments
10.) Identify composite forms, including opera, oratorio, and musical theatre.

11.) Identify polyphonic texture.

12.) Identify the relationship of American music to American history.

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

13.) Identify characteristic differences in music of various cultures.

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

14.) Identify the relationship between music and other content areas.

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
15.) Distinguish between compound duple and simple duple meter.

16.) Identify irregular meters.

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17.) Demonstrate rhythmic augmentation and diminution in a familiar tune.

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