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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    

  • Meter
  • Rhythm
  • Singing
  • Instrument Families
  • Chords & Harmony
  • Recorder
  • Musical Theater
  • Special Project


        Music History 

  • Composers 
  • Musical Compositions 
  • Timelines 
  • Impressionist  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 and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts. (Re.1.5)
  • Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical). (Re.2.5)
  • Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers' and personal interpretations to reflect expressive intent. (Re.3.5)
  • Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music. (Re.4.5)