Indiana Music Standards

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Julie Miller
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1 A Correlation of to the Indiana Music Standards Grade One

2 This document shows how, 2008 Edition, meets the objectives of the Indiana Music Standards. Page references are to the Big Book (BB), Electronic Big Book (EBB), the Student Edition (SE), and Teacher s Edition (TE). Lessons in the Teacher s Edition contain facsimile pages of the Student Edition. is an exciting elementary music program that provides students with memorable music experiences Making Music represents diverse genres and styles including American music as well as music of other world cultures. A full music curriculum of elements, skills, and connections in every lesson that meets all learning styles makes Making Music the best program for meeting teaching goals. Student Edition The Student Edition presents a dynamic repertoire of song literature, and provides opportunities to sing, listen to music, play instruments, read music, write and create music, and connect to other disciplines. To expand students knowledge of music and related content areas, the text includes listening maps, instrumental arrangements, and movement activities as well as information on performers, composers, and the arts. Electronic Big Book CD-ROM The Electronic Big Book CD-ROM is a NEW digital component that provides teaching options for the general music classroom. This electronic version of the print Big Book (Grades K-2) or Student Edition (Grades 1-6) allow teachers the ability to project student content on a monitor, large screen, or interactive whiteboard for large-group instruction. A special zoom feature highlights key lesson sections to increate teaching flexibility. Big Book Big Books, for Kindergarten, and Grade 2, present big, bold, colorfully illustrated lessons that provide many different musical experiences, and can be used for small group and classroom instruction. Teacher s Editions The Teacher s Editions for Kindergarten through Grade 6 offer a sequenced, step-by-step approach to teaching elements in Units 1-6 and theme-based instruction in Units The lesson activities provide complete instruction for music elements, skills, and curriculum connections in all units. Strategies and background information are presented at point of use to support teaching instruction. The Teacher s Editions in Grades 7 8 feature an easy-to-customize, modular organization that is designed around nine specific music topics. The lesson activities provide complete instruction for music elements, skills, and curriculum connections in all units. Strategies and background information are also presented at point of use to support teaching instruction. Audio CD Package Audio CDs feature a mix of children s voices for modeling and adult voices for demonstrating expression, style, and cultural authenticity. Songs and listening selections are performed by professional musicians and are presented in a context specific to the origin of the music.

3 Table of Contents Standard Standard Standard Standard Standard Standard Standard Standard Standard 9...4

4 to the Indiana Music Standards Grade One Indiana Music Standards Standard 1 PERFORMING MUSIC: Singing alone and with others Students sing a variety of songs in expanding ranges and dynamics with appropriate tone quality, good posture, and steady tempo Match simple pitch patterns in EBB/BB/SE: 8, 10-11, 54-55, expanding ranges. TE: 24, 28, 31, 62, 65, 89, 104, 105, 140, 147, 148, 176, 190, 214, Maintain good posture and a steady beat while singing Sing at contrasting dynamic levels with appropriate tone quality Sing short memorized songs from various cultures. 223, 233 EEB/BB/SE: 4-5, 52-53, TE: 9, 11, 49, 86, 140, 169, 187, 211, 229, 399, 413 TE: 65, 182, 187, 233, 309, 354, 369, 428 EBB/BB/SE: 42-43, 44-45, TE: 29, 49, 58, 65, 89, 113, 138, 144, 156, 182, 186, 205, 211, 217, 253, 316 Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play short patterns using body percussion and pitched and non-pitched classroom instruments. They maintain a steady tempo when playing with a group Echo short melodic and rhythmic patterns Maintain a steady beat on a percussion instrument while playing in a group. EBB/BB/SE: 8 TE: 15, 19, 20, 23, 39, 49, 57, 60, 92, 169, 182, 239 EBB/BB/SE: TE: 48, 54, 59, 86, 87, 133, 144, 156, 159, 167, 171, 239, 253, Hold classroom instruments correctly and play with the proper technique. EBB/BB/SE: 33, TE: 54, 73, 102, 116, 466, 467 1

5 Indiana Music Standards Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompaniments Students improvise responses and simple ostinatos by singing and using body percussion and instrumental sounds Respond to sung or played musical questions by singing and using body percussion, found items, and instrumental sounds. EBB/BB/SE: 18-19, 59 TE: 13, 19, 21, 31, 39, 57, 61, 105, 111, 172, 189, 320, 335, Improvise a short rhythm to be echoed by classmates Improvise a short ostinato to sing or play with a familiar song. TE: 117, 187, 263 TE: 68, 70, 79, 93, 103, 105, 108, 156, 187, 222, 227, 247, 300 Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelines Students create short rhythmic and melodic patterns and accompaniments to short literary examples Independently create and perform short rhythmic and melodic patterns with teacher guidance using the voice, body percussion, found items, or classroom instruments Cooperatively plan and perform rhythmic and melodic material to accompany a poem using a variety of sound sources. EBB/BB/SE: 22-23, 36-37, TE: 48, 75, 93, 103, 177, 124, 142, 177, 236, 324 EBB/BB/SE: 6-7, TE: 14, 78, 91, 103, 117, 199, 239, 256, 257 Standard 5 RESPONDING TO MUSIC: Reading, notating, and interpreting music Students read basic rhythms and pitches using syllables and utilizing relevant examples from repertoire. They identify quarter and eighth notes and quarter rests Read and perform simple four-beat patterns with quarter notes, eighth notes, and quarter rests using rhythm syllables. EBB/BB/SE: 17, 30-31, 41, 52-53, 64-65, 133, 134, 139 TE: 55, 90, 91, 96, 97, 99, 116, , 134, 135, 169, 212, 214, Notate quarter notes, eighth notes, and quarter rests using iconic or standard notation. EBB/BB/SE: 16-17, TE: 50, 53, 54, 135, 177, 214, 346, 353 2

6 Indiana Music Standards Use body percussion and movement to demonstrate rhythmic patterns Read simple pitch patterns from a staff using solfège and hand signs and demonstrate pitch placement with body movement. EBB/BB/SE: 6-7 TE: 17, 49, 51, 54, 93, 97, 119, 217, 259 EBB/BB/SE: 20-21, 34-35, 46-47, 58-59, 68-69, 70-71, 132, 135, 137, 140 TE: 68, 69, 70, 71, , 150, 152, 153, 184, 185, , , 230, 231 Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing music Students identify similarities and differences in music and qualities of various sounds. They identify and demonstrate appropriate listening behavior Show changes in tempo, dynamics, and mood using movement in response to music. EBB/BB/SE: 2-3, 14-15, 26-27, 38-39, 50-51, TE: 4-7, 44-47, 84-87, , 165, 167, 179, 208, 209, 380, Identify various vocal, instrumental, and environmental sounds. EBB/BB/SE: 12-13, 22-23, 24-25, 36-37, 49, 60-61, 72-73, 76-77, , TE: 35, 36, 72-75, 77, 79, , 156, 157, 167, 175, , 237, , 329, 405, 468, Identify phrases of a song as same or different and listen for repetition of phrases. EBB/BB/SE: 32-33, 43, 44-45, Identify and demonstrate appropriate listening behavior during a classroom or outside performance. TE: 19, 33, , , 141, TE: 37, 71, 103, 125, 175, 207, 225, 289, 328, 429 Standard 7 RESPONDING TO MUSIC: Evaluating music and music performances Students discuss the role of music in their lives and evaluate classroom music activities Discuss the place and personal importance of music at home, at school, and in the community. EBB/BB/SE: 50-51, TE: 105, 153, 164, 292, 318 3

7 Indiana Music Standards Discuss and evaluate classroom TE: 6, 97, 99, 103, 131, 139, 141, music activities based on established 183, 199 criteria. Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts Students identify and express concepts common to music and other disciplines. They discover the importance of various activities in more than one context Discover musical terms and concepts such as pattern and line that are also used in other disciplines and express them through moving, drawing, or other appropriate means. EBB/BB/SE: 9, 14-15, 26-27, 35, 40, 64-65, 87, 106, 107 TE: 23, 46, 61, 67, 85, 107, 129, 212, 213, 287, Describe the importance of activities TE: 77, 94, 95, 337 such as listening, reading, and moving that occur in music class and other curricular areas. Standard 9 RESPONDING TO MUSIC: Understanding music in relation to history and culture Students identify functions of music and experience music of various historical periods and cultures. They identify known musicians Identify various uses of music in the community and examples of music used for special occasions. EBB/BB/SE: , , TE: 37, 62, 326, 410, 411, 413, , , 424, 425, , 430, 430, 434, 435, 436, 437, 439, Experience music from various historical eras and cultures through singing, listening, or moving Identify some known musicians in the community or media. EBB/BB/SE: 18-19, 24-25, 28-29, 42-43, 44-45, 48-49, TE: 8, 20, 21, 38, 57, 76, 88-91, 112, 113, 136, 142, 143, , , 216, , 316 EBB/BB/SE: 12-13, 25, 63, TE: 34, 46, 77, 182, 207, 275 4

Indiana Music Standards

A Correlation of to the Indiana Music Standards Introduction This document shows how, 2008 Edition, meets the objectives of the. Page references are to the Student Edition (SE), and Teacher s Edition (TE).