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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 

  • Rhythm 
  • Singing  
  • Melody
  • Duration 
  • Notation
  • Tempo 
  • Instrument Families 
  • Chords and Harmony 
  • Recorder 
  • Musical Theater 


Music History 

  • Composers 
  • Musical Compositions 
  • Timelines 
  • Romantic Period 

Performance Standards:


  • 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) 


  • 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) 

  • 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)