Quarter 3

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Quarters 1-4 

Musical Skills 
  • Singing 
  • Playing 
  • Performing 
  • Moving 
  • Creating 
  • Listening 
  • Improvising 
  • Evaluating 

Musical Tools 
  • Non-pitched Percussion Instruments 
  • Pitched Percussion Instruments 
  • Technology 
  • Movement Manipulatives 
  • Rhythmic Manipulatives 
  • Literature

Music Concepts 
  • Beat 
  • Meter 
  • Rhythm 
  • Voice 
  • Lines and Spaces 
  • Melody 
  • Notes and Rests 
  • Tempo 
  • Dynamics 
  • Instrument Families 
  • Form 
  • Musical Theater 

Music History
  • Composers 
  • Musical Compositions 
  • Timelines 

Performance Standards: 


  • With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose. (Cr.1.1.a) 
  • With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple). (Cr.1.1.b) 
  • With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent(Cr.2.1.a) 
  • With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas. (Cr.2.1.b) 
  • With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas. (Cr.3.1) 
  • With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. (Cr.4.1) 

  • With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections. (Pr.1.1) 
  • With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance. (Pr.2.1.a) 
  • When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation(Pr.2.1.b) 
  • Demonstrate and describe music’s expressive qualities (such as dynamics and tempo). (Pr.3.1) 
  • With limited guidance, apply personal, teacher, and peer feedback to refine performances. (Pr.4.1.a) 
  • With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music. (Pr.4.1.b) 
  • With limited guidance, perform music for a specific purpose with expression(Pr.5.1.a) 
  • Perform appropriately for the audience and purpose. (Pr.5.1.b) 

  • With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes. (Re.1.1) 
  • With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose. (Re.2.1) 
  • With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo) that reflect creators’/performers’ expressive intent. (Re.3.1) 
  • With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes. (Re.4.1)