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Music Quarters 1-4

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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 
  • Ukulele
  • Recorder


          Music Concepts    

  • Meter
  • Rhythm
  • Melody
  • Notation
  • Listening
  • Chords & Harmony
  • Recorder
  • Musical Theater
  • Ukulele


        Music History 

  • Composers 
  • Musical Compositions 
  • Timelines 

Performance Standards:

  • Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent. (Cr.1.6) 
  • Select, organize, construct, and document personal musical ideas for arrangements and compositions. within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent (Cr.2.6.a) 
  • Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and two-chord harmonic musical ideas (Cr.2.6.b) 
  • Evaluate their own work, applying teacher-provided criteria such as application of selected elements of music, and use of sound sources. (Cr.3.6.a) 
  • Describe the rationale for making revisions to the music based on evaluation criteria and feedback from their teacher. (Cr.3.6.b) 
  • Present the final version of their documented personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey expressive intent. (Cr.4.6) 

  • Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen. (Pr.1.6) 
  • Explain how understanding the structure and the elements of music are used in music selected for performance. (Pr.2.6.a) 
  • When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics (Pr.2.6.b) 
  • Identify how cultural and historical context inform performances. (Pr.2.6.c) 
  • Perform a selected piece of music demonstrating how their interpretations of the elements of music and the expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent. (Pr.3.6) 
  • Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform. (Pr.4.6) 
  • Perform the music with technical accuracy to convey the creator’s intent. (Pr.5.6.a) 
  • Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose. (Pr.5.6.b) 

  • Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose. (Re.1.6) 
  • Describe how the elements of music and expressive qualities relate to the structure of the pieces. (Re.2.6.a) 
  • Identify the context of music from a variety of genres, cultures, and historical periods. (Re.2.6.b) 
  • Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent. (Re.3.6) 
  • Apply teacher-provided criteria to evaluate musical works or performances. (Re.4.6)