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Musical Skills
- Singing
- Playing
- Performing
- Moving
- Creating
- Listening
- Improvising
- Evaluating
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Musical Tools
- Non-pitched Percussion Instruments
- Pitched Percussion Instruments
- Technology
- Movement Manipulatives
- Rhythmic Manipulatives
- Literature
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| Music Concepts
- Beat
- Meter
- Rhythm
- Voice
- Lines and Spaces
- Melody
- Notes and Rests
- Tempo
- Dynamics
- Instrument Families
- Form
- Musical Theater
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| Music History
- Composers
- Musical Compositions
- Timelines
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Performance Standards:
Creating
- 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)
Performing
- 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)
Responding
- 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)
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