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Quarters 1-4
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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
- Creation Manipulatives
- Recorder
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Music Concepts
- Rhythm
- Singing
- Melody
- Duration
- Notation
- Tempo
- Instrument Families
- Chords and Harmony
- Recorder
- Musical Theater
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Music History
- Composers
- Musical Compositions
- Timelines
- Romantic Period
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Performance Standards:
Creating - Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural). (Cr.1.4.a)
- Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters. (Cr.1.4.b)
- Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. (Cr.2.4.a)
- Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas. (Cr.2.4.b)
- Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time. (Cr.3.4)
- Present the final version of personal created music to others, and explain connection to expressive intent. (Cr.4.4)
Performing - Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill. (Pr.1.4)
- Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance. (Pr.2.4.a)
- When analyzing selected music, read and perform using iconic and/or standard notation. (Pr.2.4.b)
- Explain how context (such as social and cultural) informs a performance. (Pr.2.4.c)
- Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre). (Pr.3.4)
- Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances. (Pr.4.4.a)
- Rehearse to refine technical accuracy and expressive qualities, and address performance challenges. (Pr.4.4.b)
- Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation. (Pr.5.4.a)
- Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre. (Pr.5.4.b)
Responding
- Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts. (Re.1.4)
- Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural). (Re.2.4)
- Demonstrate and explain how the expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ and personal interpretations to reflect expressive intent. (Re.3.4)
- Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context. (Re.4.4)
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