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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.

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