Grade 1 Power Grade Level Student Engagement/ Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts A. dentify and demonstrate basic music forms B. dentify & respond to music of historical & cultural origins Same & different Sing, culture HSC 1.1 HSC 1.2 ODE dentify and demonstrate echo and call/response Sing songs representing their cultures 1,2,3,4 dentify,and Demonstrate 1,2,3,4 Sing a variety of songs Historical, Cultural, and Social Contexts B. dentify & respond to music of historical & cultural origins Sing, listen, move, culture, history, folk, nursery rhymes HSC 1.3 ODE Sing, listen, and move to music from various historical periods 1,2,3,4 Sing, Listen, and Move Historical, Cultural, and Social Contexts B. dentify & respond to music of historical & cultural origins composers HSC 1.4 ODE Listen and respond to music of different composers 1,2,3,4 Listen and Respond Historical, Cultural, and Social Contexts Creative Expression and Communication C.Recognize the interaction of people in music A. Sing and/or play instruments, alone and with others, demonstrating a variety of repertoire, using proper technique, accurate rhythm and pitch and appropriate expressive qualities holidays, traditions classroom instruments, tap, shake, scrape, beat, tempo HSC 1.5 1.1 ODE ODE Recognize how sounds and music are used in daily lives, and how songs are used for a variey of occasions (e.g., birthday, Sing, alone and with others, a varied repertoire of songs maintaining a steady beat,and developing accurate rhythm and pitch. 1,2,3,4 Recognize sounds 1,2,3,4 Sing, Maintain, and Develop A. Sing and/or play instruments, alone and with others, demonstrating a variety of repertoire, using proper technique, accurate rhythm and pitch and appropriate expressive qualities steady beat, rhythm, pitch, tempo 1.2 /R ODE Play, alone and with others, a variety of classroom instruments with proper technique 1,2,3,4 Play classroom instruments B. Read, write,improvise, and compose melodies and accompaniments improvise 1.3 /R ODE mprovise movement to songs and recorded music. 1,2,3,4 mprovise movement Page 1
Grade 1 Power Grade Level Student Engagement/ B. Read, write,improvise, and compose melodies and accompaniments steady beat 1.4 ODE Use icons to represent the beat (e.g. tah, ti ti) using eighth note, quarter notes, and quarter rests. 1,2,3,4 Use icons A.dentify and demonstrate elements of music using developmentally appropriate music vocabulary texture, form, rhythm, melody, harmony, style AR 1.1 /R ODE dentify and demonstrate contrasting elements of music (e.g., dynamics: loud/soft; rhythm: fast/slow; melody:high/low). 1,2,3,4 dentify and Demonstrate A.dentify and demonstrate elements of music using developmentally appropriate music vocabulary A.dentify and demonstrate elements of music using developmentally appropriate music vocabulary rhythm, syllables AR 1.2 ODE dentify and demonstrate elements of music using developmentally appropriate vocabulary (e.g. rhythm, syllables). 1,2,3,4 dentify and Demonstrate same & different AR 1.3 ODE dentify same/different phrases. 1,2,3,4 dentify same and different B. dentify the sounds of a variety of instruments including orchestra, band and classroom instruments classroom instruments AR 1.4 ODE dentify classroom instruments (e.g. drums, tambourine, maracas, rhythm sticks, triangle, woodblock, finger cymbals) visually and aurally. 1,2,3,4 dentify classroom instruments C. Discuss and evaluate individual and group music performance concert etiquette, observation AR 1.5 Discuss and evaluate individual music performance 1,2,3,4 Discuss, Evaluate /Aesthetic /Aesthetic A. Reflect on their own performances and the performances of others B. Demonstrate audience behavior appropriate for the context and style of music performed performance audience 1.1 1.2 /R ODE Participate in developmentally appropriate music activities /R ODE Attend live performances and demonstrate audience behavior appropriate for the context and style of music performed. 1,2,3,4 Participate in music activities 1,2,3,4 Demonstrate audience behavior Page 2
Grade 1 Power Grade Level Student Engagement/ /Aesthetic /Aesthetic C. Demonstrate how music communicates meaning of text, feelings, moods or images, and influences personal preferences C. Demonstrate how music communicates meaning of text, feelings, moods or images, and influences personal preferences A. Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts A. Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts A. Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts B. Describe how music is used in various cultures in the United States. C. dentify and describe roles of musicians in various music settings movement, mirroring, dance Holidays, march, lullaby 1.3 1.4 movement, mirroring, dance, 1.1 patterns, texture style style, culture musician, jobs 1.2 1.3 1.4 1.5 ODE Respond physically to a variety of age-appropriate music. /R ODE Listen and respond to various music styles (e.g. holiday, march, lullaby) ODE Use music and/or found sounds together with dance, drama, and visual art. ODE dentify similar terms (e.g. patterns, texture) in the arts. /R ODE Recognize connections between music experiences and another curricular subject ( e.g. English language arts) /R ODE ODE Sing songs representing their cultures. Discuss that some people write music, direct music and/or perform music as jobs. 1,2,3,4 Respond through movement 1,2,3,4 Listen and Respond 1,2,3,4 Use music with the arts 1,2,3,4 dentify similar terms 1,2,3,4 Recognize connections with other subjects 1,2,3,4 Sing cultural songs 1,2,3,4 D iscuss music occupations Page 3
Grade 2 Power Grade Level Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts A. dentify and demonstrate basic music forms B. dentify & respond to music of historical & cultural origins B. dentify & respond to music of historical & cultural origins B. dentify & respond to music of historical & cultural origins C.Recognize the interaction of people in music Same & different Sing, culture Sing, listen, move, culture, history, folk, nursery rhymes composers holidays, traditions 2.1 2.2 2.3 2.4 2.5 ODE dentify and demonstrate echo and call/response, rounds, and canons. ODE dentify and describe contrasting music styles (e.g. marches and lullabies). ODE Sing, listen, and move to music from various historical periods ODE Listen and respond to music of different composers /R ODE/ Recognize and describe how sounds and music are used in daily lives, and how songs are used for a variety of occasions (e.g., birthday, holiday) 1,2,3,4 dentify and Demonstrate 1,2,3,4 dentify and Describe 1,2,3,4 Sing, Listen, and Move 1,2,3,4 Listen and Respond 1,2,3,4 Recognize and Respond Creative Expression and Communication A. Sing and/or play instruments, alone and with others, demonstrating a variety of repertoire, using proper technique, accurate rhythm and pitch and appropriate expressive qualities steady beat, rhythm, pitch, tempo 2.1 ODE/ Sing, alone and with others, a varied 1,2,3,4 Sing a variety of songs repertoire of songs maintaining a steady beat, and accurate rhythm and pitch. Creative Expression and Communication A. Sing and/or play instruments, alone and with others, demonstrating a variety of repertoire, using proper technique, accurate rhythm and pitch and appropriate expressive qualities classroom instruments, tap, shake, scrape, beat, tempo 2.2 /R ODE Play, alone and with others, a variety of classroom instruments with proper technique 1,2,3,4 Play classroom instruments Creative Expression and Communication B. Read, write,improvise, and compose melodies and accompaniments improvise 2.3 /R ODE/ mprovise simple rhythmic and melodic phrases. 1,2,3,4 mprovise melodies
Creative Expression and Communication /Aesthetic /Aesthetic B. Read, write,improvise, and compose melodies and accompaniments A.dentify and demonstrate elements of music using developmentally appropriate music vocabulary A.dentify and demonstrate elements of music using developmentally appropriate music vocabulary A.dentify and demonstrate elements of music using developmentally appropriate music vocabulary B. dentify the sounds of a variety of instruments including orchestra, band and classroom instruments C. Discuss and evaluate individual and group music performance A. Reflect on their own performances and the performances of others B. Demonstrate audience behavior appropriate for the context and style of music performed steady beat, eighth note, quarter note, half note, quarter rest, meter texture, form, rhythm, melody, harmony, style Grade 2 2.4 Power /R ODE Grade Level Use icons to represent the beat (e.g. tah, ti ti) using eighth note, quarter notes, half notesand quarter rests in 2/4 and 4/4 meter. AR 2.1 /R ODE dentify and demonstrate contrasting elements of music (e.g., dynamics: loud/soft; rhythm: fast/slow; melody:high/low). rhythm, syllables AR 2.2 ODE dentify and demonstrate elements of music using developmentally appropriate vocabulary (e.g. rhythm, syllables). same & different AR 2.3 /R ODE dentify and respond to the patterns of same and different phrases in simple poems and songs.. classroom instruments, violin, guitar, strings, banjo AR 2.4 /R ODE dentify classroom instruments (e.g. drums, tambourine, maracas, rhythm sticks, triangle, woodblock, finger cymbals) visually and aurally and selected instruments (e.g. violin, guitar, banjo, strings). concert etiquette, observation AR 2.5 /R Discuss and evaluate individual music performance performance audience 2.1 2.2 /R ODE /R ODE Participate in developmentally appropriate music activities Attend live performances and demonstrate audience behavior appropriate for the context and style of music performed. 1,2,3,4 Use icons 1,2,3,4 dentify and Demonstrate 1,2,3,4 dentify and Demonstrate 1,2,3,4 dentify, Respond 1,2,3,4 dentify classroom instruments 1,2,3,4 Discuss and Evaluate 1,2,3,4 Participate in musical activities 1,2,3,4 Demonstrate audience behavior
Grade 2 Power Grade Level /Aesthetic C. Demonstrate how music communicates meaning of text, feelings, moods or images, and influences personal preferences movement, mirroring, dance 2.3 /R ODE Respond physically to a variety of ageappropriate music. 1,2,3,4 Respond through movement /Aesthetic C. Demonstrate how music communicates meaning of text, feelings, moods or images, and influences personal preferences mood, feelings 2.4 /R ODE Demonstrate how music communicates meaning of text, feelings and moods or images. 1,2,3,4 Demonstrate and Communicate Relationships, and A. Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts A. Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts A. Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts movement, mirroring, dance, drama, visual art patterns, texture style 2.1 2.2 2.3 ODE Respond to music using dance, drama, and visual art. /R ODE Recognize similarities and differences among the arts, including music, dance, drama, and visual art. /R ODE dentify and describe connections between music experiences and another curricular subject ( e.g. English language arts, math, and social studies) 1,2,3,4 Respond through the arts 1,2,3,4 Recognize same and different 1,2,3,4 dentify, Describe B. Describe how music is used in various cultures in the United States. C. dentify and describe roles of musicians in various music settings style, culture musician, jobs 2.4 2.5 ODE/ /R ODE/ dentify various uses of music in the United States. Discuss that some people write music, direct music and/or perform music as jobs. 1,2,3,4 dentify the usage of music 1,2,3,4 Discuss music occupations
Grade 3 Power Grade Level Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts A. dentify and demonstrate basic music forms B. dentify & respond to music of historical & cultural origins AB form, rounds/canons, verse/refrain, rondo Sing, listen, move, culture, folk songs 3.1 3.2 ODE dentify and demonstrate AB form and verse/refrain form. ODE Sing, listen, and move to music from world cultures. 1,2,3,4 dentify and Demonstrate 1,2,3,4 Sing, Listen, and Move Historical, Cultural, B. dentify & respond to music and Social Contexts of historical & cultural origins history 3.3 ODE Discuss the purpose of music from selected time periods. 1,2,3,4 Discuss purpose Historical, Cultural, B. dentify & respond to music and Social Contexts of historical & cultural origins composers 3.4 ODE Listen and respond to music of different composers. 1,2,3,4 Listen and Respond Historical, Cultural, C.Recognize the interaction of and Social Contexts people in music Creative Expression and Communication A. Sing and/or play instruments, alone and with others, demonstrating a variety of repertoire, using proper technique, accurate rhythm and pitch and appropriate expressive qualities A. Sing and/or play instruments, alone and with others, demonstrating a variety of repertoire, using proper technique, accurate rhythm and pitch and appropriate expressive qualities B. Read, write,improvise, and compose melodies and accompaniments B. Read, write,improvise, and compose melodies and accompaniments holidays, traditions steady beat, rhythm, pitch, tempo classroom instruments, tap, shake, scrape, beat, tempo 3.5 /R ODE/ Recognize and describe ways that music serves as an expression in various cultures. 3.1 /R ODE Sing, alone and with others, a varied repertoire of songs maintaining a steady beat,and with accurate rhythm and pitch. 3.2 /R Play, alone and with others, a variety of classroom instruments with proper technique ostinati, improvise 3.3 mprovise simple rhythmic and melodic phrases and ostinati (e.g., question/answer) sixteenth notes, eighth notes, quarter notes, half notes, and quarter rests, and 2/4 and 4/4 meter. 3.4 /R ODE Read, write and perform using sixteenth notes, eighth notes, quarter notes, half notes, and quarter rests in 2/4 and 4/4 meter. 1,2,3,4 Recognize and Describe 1,2,3,4 Sing various songs 1,2,3,4 Play classroom instruments 1,2,3,4 mprovise phrases 1,2,3,4 Read, Write, and Perform 1
Grade 3 /Aesthetic A.dentify and demonstrate elements of music using developmentally appropriate music vocabulary A.dentify and demonstrate elements of music using developmentally appropriate music vocabulary A.dentify and demonstrate elements of music using developmentally appropriate music vocabulary B. dentify the sounds of a variety of instruments including orchestra, band and classroom instruments B. dentify the sounds of a variety of instruments including orchestra, band and classroom instruments C. Discuss and evaluate individual and group music performance A. Reflect on their own performances and the performances of others texture, form, rhythm, melody, harmony, style texture, form, rhythm, melody, harmony, style AB, rondo, rounds/canons call/response orchestra, strings, woodwinds, brass, and percussion classroom instruments, tap, shake, scrape, beat, tempo Power Grade Level AR 3.1 AR 3.2 /R /R ODE ODE dentify and demonstrate elements of music using developmentally appropriate music vocabulary (e.g., quarter note, dentify f how ) elements of music communicate ideas or moods AR 3.3 /R ODE dentify and respond to simple music forms (e.g., rondo, AB) AR 3.4 /R ODE/ dentify selected music instruments (e.g. four families of orchestral instruments) AR 3.5 dentify selected classroom instruments (e.g., tambourine, maracas, rhythm sticks, woodblock, finger cymbals, drums) concert etiquette, observation AR 3.6 R Discuss and evaluate individual music performance performance 3.1 R ODE Participate in developmentally appropriate music activities 1,2,3,4 dentify and Demonstrate 1,2,3,4 dentify elements of music 1,2,3,4 dentify and Respond 1,2,3,4 dentify orchestral instruments 1,2,3,4 dentify classroom instruments 1,2,3,4 Discuss and Evaluate 1,2,3,4 Participate in musical activities /Aesthetic A. Reflect on their own performances and the performances of others rubric, observation 3.2 ODE Develop criteria for reflecting on their performances 1,2,3,4 Develop performance criteria /Aesthetic B. Demonstrate audience behavior appropriate for the context and style of music performed audience, etiquette 3.3 R ODE Attend live performances and demonstrate audience behavior appropriate for the context and style of music performed. 1,2,3,4 Attend and Demonstrate 2
Grade 3 /Aesthetic /Aesthetic /Aesthetic C. Demonstrate how music communicates meaning of text, feelings, moods or images, and influences personal preferences C. Demonstrate how music communicates meaning of text, feelings, moods or images, and influences personal preferences C. Demonstrate how music communicates meaning of text, feelings, moods or images, and influences personal preferences A. Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts A. Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts A. Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts B. Describe how music is used in various cultures in the United States. movement, feelings, mood, images movement, feelings, mood, images, text respect 3.4 3.5 3.6 Power Grade Level /R /R ODE ODE Respond physically, emotionally and/or intellectually (e.g., movement, written/oral description) to a variety of age-appropriate i Demonstrate how music communicates meaning of text, feelings, and moods or images. /R ODE dentify personal preferences for specific music selections. movement, mirroring, dance, 3.1 /R ODE nterpret music through dance, drama and visual art form, rhythm, texture, color, pattern style, language arts, math, social studies style, culture 3.4 /R ODE/ 3.2 /R ODE dentify the use of similar elements (e.g. form, rhythm) in music and other art forms. 3.3 /R ODE Explain ways that the basic principles (e.g., elements of music) and subject matter (e.g., topics, themes,lyrics) of music are dentify similarities and differences in music of the United States and various cultures. 1,2,3,4 Respond to various genres of music 1,2,3,4 Demonstrate communication of music 1,2,3,4 dentify personal prefernces 1,2,3,4 nterpret through the arts 1,2,3,4 dentify artistic elements 1,2,3,4 Explain basic principles 1,2,3,4 dentify same and different C. dentify and describe roles of musicians in various music settings composers, directors, occupations 3.5 /R ODE Discuss that some people write music, direct music and/or perform music as jobs. 1,2,3,4 Discuss music occupations 3
Grade 4 Power Grade Level Historical, Cultural and Social Contexts Historical, Cultural and Social Contexts Historical, Cultural and Social Contexts Historical, Cultural and Social Contexts A. dentify and demonstrate basic music forms. B. dentify and respond to music of historical and cultural origins. B. dentify and respond to music of historical and cultural origins. B. dentify and respond to music of historical and cultural origins. AB, ABA, ABACA, Rondo, 4.1 /R ODE/ Partner, Form, Verse/Refrain Spirituals, Folk, Culture, Dance, Mirroring. Movement Various Composers, Baroque, Classical, Romantic, Modern Various Composers, Baroque, Classical, Romantic, Modern 4.2 /R ODE/ dentify and demonstrate partner songs and rondo form. Sing and respond to music from world cultures. 4.3 ODE Discuss the lives and times of composers from various historical periods. 4.4 ODE dentify, listen and respond to music of different composers. 1,2,3,4 dentify and Demonstrate 1,2,3,4 Sing and Respond 1,2,3,4 Discuss Composers Videos - The Composers Specials Web - www.classicsforkids.com 1,2,3,4 dentify. Listen and Respond Videos - The Composers Specials Web -www.classicsforkids.com Historical, Cultural and Social Contexts C. Recognize the interaction of people in music. Spirituals. Folk. Culture 4.5 ODE/ Recognize and describe ways that music serves as an expression in regional cultures. 1,2,3,4 Recognize and Describe Web - www.followthedrinkinggourd.or g/what_the_lyrics_mean.htm blackhistory.owensound.ca/so ngs.php A. Sing and/or play instruments, alone and with others, demonstrating a variety of repertoire, using proper technique, accurate rhythm and pitch and appropriate expressive qualities. Beat. Tempo, Duration, Rhythm, Pitch, Melodic Direction, Dynamics, Style 4.1 ODE Sing, alone and with others, a varied repertoire of songs with accurate rhythm and pitch and appropriate expressive qualities. 1,2,3,4 Sing a variety of songs. 1
Grade 4 Power Grade Level A Sing and/or play instruments, alone and with others, demonstrating a variety of repertoire, using proper technique, accurate rhythm and pitch and appropriate expressive qualities. Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form 4.2 ODE/ Play, alone and with others, a variety of classroom instruments with proper technique. 1,2,3,4 Play nstruments B. Read, write, improvise and compose melodies and accompaniments. B. Read, write, improvise and compose melodies and accompaniments. B. Read, write, improvise and compose melodies and accompaniments. A. dentify and demonstrate elements of music using developmentally appropriate music vocabulary. mprovisation, Compose, Rhythm nstruments, Various Orff nstruments, Sound Sources 4.3 /R ODE/ Duple Meter, Triple Meter, Note, Rest, Whole, Half, Quarter, Eighth, Sixteenth Treble clef, Staff, Melodic Direction, Pitch Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form mprovise and compose short compositions using a variety of classroom instruments and sound sources. 4.4 /R Read, write, and perform using sixteenth through whole note/rest values in 2/4, 3/4, and 4/4 meter. 4.5 /R ODE/ AR 4.1 /R ODE/ Read, write and perform melodies in treble clef. dentify and demonstrate elements of music using developmentally appropriate vocabulary and music terms(e.g., quarter notes, piano, forte). 1,2,3,4 mprovise and Compose Video - Stomp Out loud Web - www.stomponline.com 1,2,3,4 Read, Write and Perform 1,2,3,4 Read, Write and Perform 1,2,3,4 dentify and Demonstrate A. dentify and demonstrate elements of music using developmentally appropriate music vocabulary. Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form AR 4.2 ODE dentify how elements of music communicate ideas or moods. 1,2,3,4 dentify, Compare/Contrast 2
Grade 4 Power Grade Level A. dentify and demonstrate elements of music using developmentally appropriate music vocabulary. Round, Canon, Partner Songs, Call-Response, AB, ABA, ABACA, Rondo, ntroduction, DS, DC, Coda AR 4.3 /R ODE/ dentify and respond to music forms(e.g., round, canon, partner songs, callresponse). 1,2,3,4 dentify and Respond B. dentify the sounds of a variety of instruments including orchestra, band and classroom instruments. Orchestra, Concert Band, String, Brass, Woodwind, Percussion, various instruments AR 4.4 ODE/ Classify instruments by the four families of the orchestra. 1,2,3,4 Classify orchestral instruments Videos - Britannica nstrument Series Web - www.dsokids.com www.thirteen.org/publicarts/orc hestra www.sfskids.org www.nyphilkids.org www.nashvillesymphony.org/ns okids/ B. dentify the sounds of a variety of instruments including orchestra, band and classroom instruments. Tone color, Vibrations, Wind, Striking, Bowing, Scrape, Shake, Pluck, Strum, Posture AR 4.5 ODE/ Describe the way sound is produced on various instruments and with the human voice. 1,2,3,4 Describe, Compare/Contrast /Aesthetic /Aesthetic C. Discuss and evaluate individual and group music performance. A. Reflect on their own performances and the performances of others. A. Reflect on their own performances and the performances of others. concert etiquette, observation Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form AR 4.6 ODE Discuss and evaluate individual and group music performance. 4.1 ODE Participate in developmentally appropriate music activities. Rubric, observation 4.2 ODE Develop criteria for reflecting on their performances and the performances of others. 1,2,3,4 Discuss and Evaluate 1,2,3,4 Participate in various music activities 1,2,3,4 Develop criteria for performance assessment 3
Grade 4 Power Grade Level /Aesthetic /Aesthetic /Aesthetic B. Demonstrate audience behavior appropriate for the context and style of music performed. C. Demonstrate how music communicates meaning of text, feelings, moods or images, and influence personal preferences. C. Demonstrate how music communicates meaning of text, feelings, moods or images, and influence personal preferences. Audience etiquette, styles 4.3 /R ODE Attend live music performances and demonstrate audience behavior appropriate for the context and style of music performed. Movement, Mirroring, Dance, Written/Oral Description 4.4 /R ODE Respond physically, emotionally and/or intellectually(e.g., movement, written/oral description) to a variety of age appropriate music. 1,2,3,4 Attend and Demonstrate 1,2,3,4 Respond in various ways to music. Convey various emotions 4.5 ODE Demonstrate how music communicates meaning through text, feelings, moods or images. 1,2,3,4 Demonstrate communication through music. /Aesthetic C. Demonstrate how music communicates meaning of text, feelings, moods or images, and influence personal preferences. Styles, radio stations 4.6 ODE dentify and describe personal preferences for specific music selections. 1,2,3,4 dentify and Describe Relationships and A. Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts. Movement, Mirroring, Dance, Written/Oral Description 4.1 /R ODE/ nterpret music through dance, drama and visual art. 1,2,3,4 nterpret music in a variety of ways. Relationships and A. Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts. Form, Rhythm, Texture, Color, Pattern 4.2 ODE dentify the use of similar 1,2,3,4 dentify similar elements in the elements (e.g., form, rhythm) arts. in music and other art forms. 4
Grade 4 Power Grade Level Relationships and A. Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts. Texture, Form, Rhythmic Notation, Melodic Notation, Harmony, Style, topics, themes, Lyrics 4.3 ODE/ Explain ways that the basic principles (e.g., elements of music) and subject matter (e.g., topics, themes, lyrics) of music are interrelated with disciplines outside the arts. 1,2,3,4 Explain how music relates to other subjects. Relationships and Relationships and B. Describe how music is used in various cultures in the United States. C. dentify and describe roles of musicians in various music settings. Texture, Form, Rhythmic Notation, Melodic Notation, Harmony, Style ians, Orchestra, Band, Choir 4.4 /R ODE/ dentify similarities and differences in music of the United States and various cultures. 4.5 ODE Describe roles of musicians in various music settings. 1,2,3,4 dentify, Compare/Contrast 1,2,3,4 Describe music careers. 5
Historical, Cultural and Social Contexts Historical, Cultural and Social Contexts Historical, Cultural and Social Contexts Historical, Cultural and Social Contexts Historical, Cultural and Social Contexts A. Compare and contrast styles and forms from various historical periods. A. Compare and contrast styles and forms from various historical periods. B. dentify composers and classify them according to chronological historical periods. C. Describe how events during various historical periods have influenced the development of music. C. Describe how events during various historical periods have influenced the development of music. A. Perform a piece of music, independently or in a group, with technical accuracy and expression. Theme and Variation, AB, ABA, Rondo, From, Verse/Refrain Strings, Brass, Woodwinds, Percussion, Various al nstruments Various Composers, Baroque, Classical, Romantic, Modern Grade 5 Power Grade Level 5.1 ODE Recognize, identify and demonstrate theme and variations in the music of various cultures and/or historical periods. 5.2 /R dentify music instruments from different historical periods and world cultures. 5.3 ODE dentify, listen and respond to music of different composers. Folk, Styles, Culture 5.4 /R ODE Recognize and discuss the influence of American history on the development of folk music. Culture 5.5 ODE/ Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form Describe conditions under which music is created and performed in various cultures. 5.1 /R ODE Sing and/or play, alone and with others, using good posture and breath control throughout their range, a varied repertoire of music representing diverse cultures with appropriated dynamic expression and tempo for the work being performed. 1,2,3,4 Recognize, identify and demonstrate 1,2,3,4 dentify instruments 1,2,3,4 dentify, listen and respond Videos - The Composers Specials Web - www.classicsforkids.com 1,2,3,4 Recognize and discuss 1,2,3,4 Describe cultural music. 1,2,3,4 Sing and/or play 1
Grade 5 Power Grade Level A. Perform a piece of music, independently or in a group, with technical accuracy and expression. Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form, Conducting Cues, Upbeat, Downbeat 5.2 ODE/ Play a variety of instruments independently and with other contrasting parts. 1,2,3,4 Play a variety of instruments. A. Perform a piece of music, independently or in a group, with technical accuracy and expression. Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form 5.3 ODE/ Respond appropriately to the cues of a conductor. 1,2,3,4 Respond to conducting cues. B. mprovise or compose a short melody that includes key signature and meter signature with proper notation in treble or bass clef. B. mprovise or compose a short melody that includes key signature and meter signature with proper notation in treble or bass clef. Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form 5.4,R ODE/ Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form, Time Signature, Meter 5.5 /R ODE/ Create short melodies using traditional notation. Read, write and perform rhythm patterns(in 2/4, 3/4 and 4/4 meter) using sixteenth through whole notes including dotted half-note and syncopated rhythms. 1,2,3,4 Create and compose a melody. 1,2,3,4 Read, write and perform Web - www.technology.usd259.org/resourc es/whiteboards/smartlessons/music_lessons.html B. mprovise or compose a short melody that includes key signature and meter signature with proper notation in treble or bass clef. Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form, Time Signature, Meter 5.6 Read, write and perform diatonic melodies with fa and ti and the major scale on the treble staff. 1,2,3,4 Read, write and perform 2
C. dentify and recognize in a piece of music the following: clef, key signature, meter signature, tempo, dynamic markings and note values. Key Signature, Pitch, Flat, Sharp, Natural, Half Step, Whole Step Grade 5 Power Grade Level 5.7 ODE dentify key signatures. 1,2,3,4 dentify music symbols. A. Describe and evaluate a Dynamics, Tempo, piece of music using Meter, Tonality, Beat developed criteria based on elements of music and music vocabulary. AR 5.1 /R ODE/ dentify dynamics, tempo, meter and tonality in various pieces of music aurally. 1,2,3,4 dentify, discuss and apply Web - www.maniacworld.com/rollercoaster-music-staff.html A. Describe and evaluate a D.C., D.S., al fine, piece of music using Coda, Repeat Signs, developed criteria based on 1st and 2nd Endings, elements of music and music Double Bar Lines, vocabulary. Verse, Refrain, Chorus AR 5.2 /R ODE/ dentify terms related to form(e.g. DC al Fine; DC dal segno; DS al Coda; repeat signs, first and second endings). 1,2,3,4 dentify and Apply A. Describe and evaluate a Strings, Brass, piece of music using Woodwinds, developed criteria based on Percussion, Various elements of music and music al nstruments vocabulary. B. Analyze the structure of larger music works and sections comprised within. AR 5.3 /R ODE dentify selected electronic and world music instruments. Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form, Time Signature, Meter AR 5.4 /R ODE Analyze a piece of music using music vocabulary. 1,2,3,4 dentify various instruments. 1,2,3,4 Analyze music using vocabulary. 3
C. Apply appropriate criteria to support personal preferences for music choice and evaluate the quality and effectiveness of a music performance. Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form, Time Signature, Meter Grade 5 Power Grade Level AR 5.5 /R ODE Evaluate and describe individual and group performances. 1,2,3,4 Evaluate and describe C. Apply appropriate criteria to support personal preferences for music choice and evaluate the quality and effectiveness of a music performance. Melody, Harmony, Pitch AR 5.6 /R ODE/ Differentiate between melody and harmony. 1,2,3,4 Differentiate elements of music. /Aesthetic A. Reflect on and describe how music performance and settings affect audience response. Audience Behavior 5.1 /R ODE/ Describe audience etiquette associated with various music performances and settings. 1,2,3,4 Describe audience etiquette. /Aesthetic B. Reflect on why others may have different musical preferences. Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form, Time Signature, Meter 5.2 ODE/ dentify and discuss aesthetic qualities in their performances and in the performances of others. 1,2,3,4 dentify and discuss /Aesthetic B. Reflect on why others may have different musical preferences. Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form, Time Signature, Meter 5.3 /R ODE Demonstrate how music communicates meaning through text, feelings, moods or images. 1,2,3,4 Demonstrate communication through music. 4
Grade 5 Power Grade Level /Aesthetic B. Reflect on why others may have different musical preferences. Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form, Time Signature, Meter 5.4 ODE dentify elements of music that contribute to aesthetic qualities in a specific music work. 1,2,3,4 dentify musical elements. /Aesthetic C. Justify one's personal preference of music choice using music vocabulary. Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form, Time Signature, Meter 5.5 ODE/ Explain how expressive 1,2,3,4 Explain musical elements. music elements determine the quality of a composition. /Aesthetic C. Justify one's personal preference of music choice using music vocabulary. Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form, Time Signature, Meter 5.6 /R ODE Develop and apply criteria to support personal preferences for specific music works. 1,2,3,4 Develop and apply Relationships and A. Compare and contrast common terms used in and for the interpretation of music and other arts disciplines. Dynamics, Tempo, Beat, Duration, Rhythm, Pitch, Melody, Style, Harmony, Timbre, Texture, Form, Time Signature, Meter, Various Dance, Drama, and Visual Art. 5.1 /R ODE/ nterpret music through dance, drama and visual art. 1,2,3,4 nterpret music in a variety of ways. 5
Grade 5 Power Grade Level Relationships and A. Compare and contrast common terms used in and for the interpretation of music and other arts disciplines. Form, Rhythm, Texture, Color, Pattern 5.2 ODE dentify the use of similar elements in music and other art forms and compare how ideas and emotions are expressed in each art form using the same elements. 1,2,3,4 dentify similar elements in the arts. Relationships and Relationships and A. Compare and contrast common terms used in and for the interpretation of music and other arts disciplines. B. Demonstrate ways that subject matter of other disciplines is interrelated with that of music. Form, Rhythm, Texture, Color, Pattern Form, Rhythmic Notation, Melodic Notation, Harmony, Style, Topics, Themes, Lyrics 5.3 ODE Define basic arts terms (e.g., texture, color, form movement) associated with various art forms and use them to describe music events. 5.4 /R ODE/ Describe how knowledge of music connects to learning in other subject areas. 1,2,3,4 Define similar elements in the arts. 1,2,3,4 Describe how music relates to other subject areas. Relationships and C. dentify various ways music affects their lives. Style 5.5 ODE/ Discuss how culture influences music. 1,2,3,4 Discuss, Compare/Contrast Relationships and D. dentify various careers in music. Careers 5.6 /R ODE dentify the specific skills needed to be a musician. 1,2,3,4 dentify various musician skills. 6
Grade 6 Power Grade Level Historical, Cultural, and Social Contexts A. Compare and contrast styles and forms of music from various historical periods verse- refrain, AB, ABA, rondo, theme and variations. 6.1 ODE Describe distinguishing characteristics of music forms (i.e., verse-refrain, AB, ABA, rondo, theme and variations) from various cultures and/or historical periods. 1,2,3,4 Describe music forms Historical, Cultural, and Social Contexts A. Compare and contrast styles and forms of music from various historical periods time periods 6.2 ODE Examine the chronological development of various music styles. 1,2,3,4 Examine music styles Historical, Cultural, and Social Contexts A. Compare and contrast styles and forms of music from various historical periods opera 6.3 ODE dentify the major periods or genres in the development of world music (e.g., Renaissance Period, Peking opera, Lali). 1,2,3,4 dentify different genres Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts Creative Expression and Communication B. dentify composers and classify them according to chronological historical periods. C. Describe how events during various historical periods have influenced the development of music. A. Perform a piece of music, independently or in a group. B. Read, write,improvise, and compose melodies and accompaniments B. Read, write,improvise, and compose melodies and accompaniments B. Read, write,improvise, and compose melodies and accompaniments composers History, socio-economic, political, text tempo, key, meter improvise improvise, ostinato dotted notes, pattern, ostinato 6.4 6.5 6.1 6.2 6.3 6.4 ODE dentify selected composers and their works and place them in the appropriate historical period. ODE/ Recognize and identify contextual elements (e.g., time, location, current events, culture, social, and political climate) that shape the development of music. Sing and/or play alone and with others, a varied repertoire of music representing diverse genres and cultures that includes modest ranges and changes of tempo, key, and meter. ODE/ ODE/ ODE/ Create and notate music compositions using one or more parts. mprovise melodies over a given bass line. Read and perform rhythm patterns in 2/4, 3/4, 4/4, and 6/8 meter. 1,2,3,4 dentify composers 1,2,3,4 Recognize and dentify 1,2,3,4 Sing and Play a variety of music 1,2,3,4 Createand Notate 1,2,3,4 mprovise melodies 1,2,3,4 Read and Perform 1
Grade 6 B. Read, write,improvise, and compose melodies and accompaniments C. dentify and recognize in a piece of music the following: clef, key signature, meter signature, tempo, dynamic markings, and note values A. Describe and evaluate a piece of music using developed criteria based on elements of music and music vocabulary. A. Describe and evaluate a piece of music using developed criteria based on elements of music and music vocabulary. B. Analyze the structure of larger music works and the sections comprised within. C. Apply appropriate criteria to support personal preferences for music choice. whole steps, half steps, intervals, major scales clef, key signature meter signature, tempo, dynamics instrument families, strings, woodwinds, brass, percussion 6.5 6.6 Power Grade Level ODE dentify whole steps, half steps, and intervals in major scales. 1,2,3,4 dentify major scales ODE Recognize key signatures. 1,2,3,4 Recognize key signatures AR 6.1 ODE Distinguish the use of dynamics, meter, tempo, and tonality in various pieces of music. AR 6.2 ODE Describe instruments used in Western traditional instrumental ensembles and in world music ensembles. elements of music AR 6.3 ODE Analyze a piece of music with more than one movement using elements of music. elements of music AR 6.4 Develop criteria for evaluating quality and effectiveness of music performances and compositions. 1,2,3,4 Distinguish tonality 1,2,3,4 Describe instruments 1,2,3,4 Analyze a piece of music 1,2,3,4 Develop criteria /Aesthetic /Aesthetic /Aesthetic A. Reflect on and describe how music performance and settings affect audience response. B. Reflect on why others may have different music preferences. B. Reflect on why others may have different music preferences. audience, etiquette elements of music elements of music 6.1 6.2 6.3 ODE Practice audience etiquette in selected music settings. ODE Communicate ideas about the improtance of music in everyday life. ODE Describe the emotional connection to the musical experience. 1,2,3,4 Practice audience etiquette 1,2,3,4 Communicate ideas 1,2,3,4 Describe emotions 2
Grade 6 Power Grade Level /Aesthetic C. Justify one's personal prefernce of music choice using music vocabulary. A. Compare and contrast common terms used in and for the interpretation of music and other arts disciplines. elements of music art forms 6.4 6.1 ODE Critique a variety of musical performances. ODE Describe ways that music relates to other art forms using appropriate technology. 1,2,3,4 Critique 1,2,3,4 Describe A. Compare and contrast common terms used in and for the interpretation of music and other arts disciplines. A. Compare and contrast common terms used in and for the interpretation of music and other arts disciplines. art forms art forms 6.2 6.3 ODE Compare in music and other art forms how the characteristic materials of each art (e.g., sound of music, movement in dance) can be used to transform similar events, scenes, emotions or ideas into works of art. ODE ntegrate art forms into a well-organized music presentation. 1,2,3,4 Compare 1,2,3,4 ntegrate B. Demonstrate ways that subject matter of other disciplines is interrelated with that of music. C. dentify various ways that msic sffects their lives. D. dentify various careers in music compare and contrast culture elements of music 6.4 6.5 6.6 ODE Compare and contrast subject matter common to music and other subject areas. dentify different functions and uses of music in their own and other cultures. ODE Describe roles musicians assume in various cultures and music settings, and identify skills needed for each role. 1,2,3,4 Compare, Contrast 1,2,3,4 dentify 1,2,3,4 Describe D. dentify various careers in music careers 6.7 ODE dentify various carrers for musicians 1,2,3,4 dentify performances (e.g., in education, in entertainment and to provide technical support). 3
Grade 7 Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts A. Compare and contrast styles and forms of music from various historical periods A. Compare and contrast styles and forms of music from various historical periods A. Compare and contrast styles and forms of music from various historical periods B. dentify composers and classify them according to chronological historical periods. C. Describe how events during various historical periods have influenced the development of music. Western, African, AB, ABA (ternary), rondo, canon, theme and variations. Reggae, calypso, folk, musicals, symphony Renaissance, Baroque, Classical, Romantic, 20th Century composers History, socio-economic, political, text 7.1 7.2 7.3 7.4 7.5 Power Grade Level ODE Recognize, identify, and demonstrate form in world music (e.g. Western and non- Western) and popular music. ODE Demonstrate how elements of music are used to create various music styles. ODE dentify representative music examples from music literature and respond to the style of the historical time period. ODE Classify by composer and historical period a varied body of exemplary music works. ODE/ Recognize and identify historical and cultural contexts (e.g., time, location, current events, culture, social and political climate) that shape the development of music. 1,2,3,4 Recognize, dentify, and Demonstrate 1,2,3,4 Demonstrate elements of music 1,2,3,4 dentify styles 1,2,3,4 Classify historical time periods 1,2,3,4 Recognize and dentify A. Perform a piece of music, independently or in a group. B. Read, write,improvise, and compose melodies and accompaniments B. Read, write,improvise, and compose melodies and accompaniments B. Read, write,improvise, and compose melodies and accompaniments C. dentify and recognize in a piece of music the following: clef, key signature, meter signature, tempo, dynamic markings, and note values tempo, key, meter improvise, polyrhythms dotted notes, pattern, ostinato whole steps, half steps, intervals, major scales 7.1 7.2 7.3 7.4 clef, key signature, meter signature, tempo, dynamic markings, and note 7.5 values, piano, forte, crescendo, decrescendo Sing and/or play alone and with others, a varied repertoire of music representing diverse genres and cultures that includes modest ranges and changes of tempo, key, and meter. ODE/ ODE/ Create music compositions using one or more parts in duple, triple or mixed meter. Read and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters. ODE dentify whole steps, half steps, and intervals in major scales. 1,2,3,4 Sing and Play various songs 1,2,3,4 Create using meter 1,2,3,4 Read and Perform 1,2,3,4 dentify major scales ODE dentify key signatures. 1,2,3,4 dentify key signatures 1
Grade 7 /Aesthetic /Aesthetic /Aesthetic /Aesthetic C. dentify and recognize in a piece of music the following: clef, key signature, meter signature, tempo, dynamic markings, and note values A. Describe and evaluate a piece of music using developed criteria based on elements of music and music vocabulary. A. Describe and evaluate a piece of music using developed criteria based on elements of music and music vocabulary. B. Analyze the structure of larger music works and the sections comprised within. C. Apply appropriate criteria to support personal preferences for music choice. A. Reflect on and describe how music performance and settings affect audience response. B. Reflect on why others may have different music preferences. C. Justify one's personal prefernce of music choice using music vocabulary. C. Justify one's personal prefernce of music choice using music vocabulary. A. Compare and contrast common terms used in and for the interpretation of music and other arts disciplines. major scales, home tone, key tone 7.6 Power ODE/ Grade Level dentify and/or notate concert pitch scales (i.e., C, F, Bflat, G, D) elements of music AR 7.1 ODE Apply music vocabulary to describe a varied repertoire of music. polyrhythms AR 7.2 ODE Describe use of meter and rhythm in music of various cultures. suite, symphony, Mass AR 7.3 ODE Analyze form identifying distinct sections of a larger music work. elements of music AR 7.4 Use appropriate criteria to support personal preferences for specific music works. audience, etiquette elements of music elements of music elements of music texture 7.1 7.2 7.3 7.4 7.1 ODE Practice audience etiquette in selected music settings. ODE Discuss how music preferences reflect people's values. ODE Evaluate music performances and compositions based on elements of music. ODE Develop and apply criteria based on elements of music to support personal preferences for specific works. ODE dentify similarities and differences in the meanings of common terms used in various arts. 1,2,3,4 dentify and Notate 1,2,3,4 Apply vocabulary 1,2,3,4 Describe meter and rhythm 1,2,3,4 Analyze form 1,2,3,4 Use criteria 1,2,3,4 Practice audience etiquette 1,2,3,4 Discuss music preferences 1,2,3,4 Evaluate using the elements of music 1,2,3,4 Develop and Apply 1,2,3,4 dentify same and different 2
Grade 7 Power Grade Level A. Compare and contrast common terms used in and for the interpretation of music and other arts disciplines. A. Compare and contrast common terms used in and for the interpretation of music and other arts disciplines. B. Demonstrate ways that subject matter of other disciplines is interrelated with that of music. art forms elements of music 7.2 7.3 technology, computers, synthesizer 7.4 ODE/ ntegrate art forms into a music presentation. ODE dentify involvement in the arts as a listener, creator, and performer. ODE Describe ways that technology is used in creating, performing, and listening to music. 1,2,3,4 ntegrate art forms 1,2,3,4 dentify arts 1,2,3,4 Describe technology B. Demonstrate ways that subject matter of other disciplines is interrelated with that of music. elements of music 7.5 ODE dentify problem-solving and creative thinking skills used in music. 1,2,3,4 dentify higher level thinking skills C. dentify various ways that msic sffects their lives. D. dentify various careers in music D. dentify various careers in music elements of music musical careers musical careers 7.6 7.7 7.8 dentify various uses of music in their daily experiences. 1,2,3,4 dentify music in daily life ODE dentify exemplary music role models and describe their activities and achievements in the music field. 1,2,3,4 dentify role models ODE dentify non-performing careers in music. 1,2,3,4 dentify non-performing music careers 3