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Music Quarters

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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 
  • Creation Manipulatives 
  • Recorder


Music Concepts 

  • Beat 
  • Meter 
  • Rhythm 
  • Voice 
  • Melody 
  • Notes and Rests 
  • Dynamics 
  • Instrument Families 
  • Composition 
  • Form 
  • Musical Theater 


Music History 

  • Composers 
  • Musical Compositions 
  • Timelines 
  • Classical Period 

Performance Standards:


  • Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context (such as personal and social). (Cr.1.3.a) 
  • Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter. (Cr.1.3.b) 
  • Demonstrate selected musical ideas for a simple improvisation using traditional notation. (Cr.2.3.a) 
  • Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas. (Cr.2.3.b) 
  • Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collaboratively-developed criteria and feedback. (Cr.3.3) 
  • Present the final version of personal created music to others, and describe connection to expressive intent. (Cr.4.3) 


  • Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context. (Pr.1.3) 
  • Demonstrate understanding of the structure in music selected for performance(Pr.2.3.a) 
  • When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation. (Pr.2.3.b) 
  • Describe how context (such as personal and social) can inform a performance. (Pr.2.3.c) 
  • Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo). (Pr.3.3) 
  • Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy of ensemble performances. (Pr.4.3.a) 
  • Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges. (Pr.4.3.b) 
  • Perform music with expression and technical accuracy. (Pr.5.3.a) 
  • Demonstrate performance decorum and audience etiquette appropriate for the context and venue. (Pr.5.3.b) 

  • Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes. (Re.1.3) 
  • Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (such as personal and social). (Re.2.3) 
  • Demonstrate and describe how the expressive qualities (such as dynamics and tempo) are used in performers’ interpretations to reflect expressive intent. (Re.3.3) 
  • Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context. (Re.4.3)