Montgomery County Public Schools Pre-k 8 General Music Curriculum Framework Standard I: Indicator 1: Perceiving, Performing and Responding: Aesthetic Education Students will demonstrate the ability to perceive, perform, and respond to music. Develop awareness of the characteristics of musical sounds Pre-K Kindergarten Grade 1 Grade 2 Grade 3 I.1.PK.a Imitate and experiment with various tone colors: vocal, found, instrumental, and environmental sounds I.1.K.a Create sound effects using voices, classroom instruments, environmental, and found sounds I.1.1.a Identify various classroom instruments by sight and sound I.1.2.a Describe classification of classroom and orchestral instruments according to methods of sound production I.1.3.a Categorize by sight and sound a variety of instruments according to methods of sound production and families The student will use classroom instruments (triangles, wood blocks, rhythm sticks, maracas, guiros, jingle bells, etc.) imitate sounds found in the world around us. The student will describe the shape of each instrument as they begin to explore instrumental tone color. The student will identify classroom instruments by sight and listening to recorded examples. The student will use appropriate music terminology to describe orchestral instrument families. The student will identify instruments by sight and sound according to family groupings. 1.1.PK.b Listen for repeated sections in music The student will respond to a repeated musical idea through movement. I.1.K.b Identify repeated sections in music The student will move to demonstrate awareness of repeated sections in music. I.1.1.b Identify repeated and contrasting sections heard in music The student will use the words same and different to indicate repeated and contrasting sections. I.1.2.b Perform music that includes contrasting and repeating sections The student will perform a call and response song demonstrating awareness of contrasting and repeating sections. I.1.3.b Identify musical forms containing contrast and repetition Given short listening examples containing contrasting and repeating sections, the student will identify the musical form. I.1.PK.c Respond to changes heard in music: fast/slow, loud/soft, long/short, high/low I.1.K.c Identify sounds as fast/slow, loud/soft, long/short, high/low 1.1.1.c Compare musical sounds: fast/slow, loud/soft, long/short, high/low I.1.2.c Listen to and describe music that illustrates fast/slow, loud/soft, long/short, high/low I.1.3.c Describe musical sounds in terms of expressive qualities 1
Standard I: Indicator.1: Perceiving, Performing and Responding: Aesthetic Education Students will demonstrate the ability to perceive, perform, and respond to music. Identify elements and characteristics of musical sound I.1.4.a Listen to and identify voices as children s, adult male, and adult female I.1.5.a Identify specific instruments by sight and sound I.1.6.a Explore and identify a variety of world instruments I.1.7.a Compare the effect an instrument s physical properties have upon sound I.1.8.a Compare traditional and nontraditional sources of musical sound Clarifying Example: The student will identify the following voice types, speaking, singing, man, woman, children. I.1.4.b Identify contrasting and repeating phrases within a given section of music The student will identify the form of the song, I am But a Small Voice, when presented aurally (ABA, verse, refrain) Clarifying Example: Given short listening examples representing a variety of musical styles, the student will identify pitched and non-pitched instruments by sight and sound. I.1.5.b Describe musical form in music from diverse cultures Having listened to Music Indigena, a Mexican nationalistic song, the student will select the appropriate letter sequences representing the sections of the composition. (i.e., AB ABA AABA) The student will describe the instrumental tone colors and of two Native American songs (unaccompanied flute music and a game song using drums and rattles.) I.1.6.b Describe form through movement The student will identify sections of George and Ira Gershwin s song, I Got Rhythm, through movement (changing direction while waling in place; raising a hand for each phrase or the tag) The student will describe the sound qualities on a pre- Stradivarius violin, a Stradivarius, and an electric violin. I.1.7.b Identify changes to a musical theme Having listened to Variations on Simple Gifts by Aaron Copeland, the student will listen to the music again, pausing after each variation to identify and explain what changes to the theme occurred (instrumentation, dynamics, rhythm, tempo, melody.) The student will describe traditional and non-traditional sounds they hear in a recording. I.1.8.b Describe large forms sectional forms (suite, symphony, sonata) The student will describe the form of Anitra s Dance from Peer Gynt Suite, using a listening map as a guide. 2
I.1.4.c Listen to and perform music with changes in expressive qualities I.1.5.c Listen to, perform, and identify changes in expressive qualities I.1.6.c Use standard terminology and notation symbols to identify dynamics, tempo, and articulation in music heard I.1.7.c After listening to a musical selection, describe the composer s use of expressive qualities I.1.8.c After listening to a musical selection, describe the composer s use of expressive qualities and how they affect the listener I.1.4.d Distinguish between major and minor versions of the same melody presented aurally While listening to the songs Down the River and Wade in the Water, the student will show thumbs up or down for major or minor modes. I.1.5.d Identify the mode of a piece of music as major or minor when presented aurally The student will listen to The Slavonic Dances Op.46, No.8, by A. Dvorak and indicate major mode with a closed fist and minor mode with an open hand. I.1.6.d Perform melodies in major and minor modes I.1.7.d Perform accompaniments using major and minor chords I.1.8.d Perform melodies and accompaniments simultaneously in major and minor modes I.4.6.e Identify selected contrasting musical ideas in aural or visual examples I.4.7.e Identify selected similar musical ideas in aural or visual examples I.4.8.e Describe similar and contrasting musical ideas in aural or visual examples 3
Standard I: Indicator 2: Perceiving, Performing, and Responding: Aesthetic Education Students will demonstrate the ability to perceive, perform, and respond to music. Experience performance through singing and playing instruments Pre-K Kindergarten Grade 1 Grade 2 Grade 3 I.2.PK.a Experiment with vocal sounds such as singing, speaking, whispering, calling I.2.K.a Sing within a limited vocal range I.2.1.a Sing in upper, lower, and middle registers I.2.2.a Sing an expanded range of pitches with appropriate vocal technique I.2.3.a Sing using correct singing posture, and relaxed tone production I.2.PK.b Sing songs that use the voice in a variety of ways I.2.K.b Sing songs that use the voice in a variety of ways I.2.1.b Sing a variety of songs and tonal patterns, matching pitch within a limited vocal range I.2.2.b Sing a variety of songs and tonal patterns in tune I.2.3.b Sing a varied repertoire of songs including two-part rounds The student will recognize and sing different melody patterns in songs using animal sound words (i.e., My Puppy (Mi perrito). The student will sing patterns with so and mi. The student will sing patterns with do, re, mi, so. I.2.PK.c Use classroom instruments to accompany a story or poem I.2.K.c Imitate rhythm patterns on classroom instruments I.2.1.c Imitate rhythmic and tonal patterns on classroom instruments I.2.2.c Demonstrate proper playing technique for classroom instruments I.2.3.c Demonstrate proper playing technique for classroom instruments I.2.PK.d Keep the steady beat while listening, singing, and playing I.2.K.d Explore steady beat through playing classroom instruments I.2.1.d Perform steady beat on classroom instruments I.2.2.d Perform a bordun to accompany a given melody I.2.3.d Perform an ostinato to support a given melody 4
Standard I: Indicator 2: Perceiving, Performing and Responding: Aesthetic Education Students will demonstrate the ability to perceive, perform, and respond to music. Experience performance through singing and playing instruments I.2.4.a Sing, demonstrating variations of dynamics and tempi with proper breath management I.2.4.b Sing a varied repertoire of songs including 3-part rounds I.2.5.a Sing with increased vocal expression and clear diction I.2.5.b Sing partner songs and songs with descants accurately I.2.6.a Sing with accurate pitch and resonant tone quality I.2.6.b Sing songs accurately in simple two-part harmony notated on a two-staff system I.2.7.a Sing with tone color, blend and expression appropriate to the work being performed I.2.7.b Sing songs accurately in simple two-part harmony notated on a two-staff system including treble and bass clefs I.2.8.a Sing demonstrating correct vocal technique for respiration, phonation, resonant tone production, diction and expression I.2.8.b Sing simple two- and threepart harmony notated on treble and bass staves clefs I.2.4.c Practice proper playing technique for instruments from diverse cultures I.2.5.c Demonstrate proper playing technique for instruments from diverse cultures I.2.6.c Practice Demonstrate proper playing technique for classroom instruments including guitar or keyboard I.2.7.c Demonstrate proper playing technique for classroom instruments including guitar and or keyboard I.2.8.c Demonstrate proper playing technique for classroom instruments including guitar or keyboard I.2.4.d Perform accurately rhythmic and melodic ostinatos while other students sing or play contrasting parts I.2.5.d Perform simple chordal accompaniments while other students sing or play contrasting parts I.2.6.d Perform instrumental parts or chordal accompaniments accurately in groups while other students sing or play contrasting parts I.2.7.d Perform simple instrumental parts independently and while other students sing or play contrasting parts I.2.8.d Perform instrumental parts independently and while other students sing or play contrasting parts 5
I.2.4.e Exhibit appropriate performance behavior I.2.5.e Sing or play in groups, blending timbres and matching dynamic levels I.2.6.e Sing or play in groups, blending timbres, matching dynamic levels, and responding to the teacher s conducting gestures indicating dynamics and tempo I.2.7.e Sing or play in groups, blending timbres, matching dynamic levels, and responding to a student s conducting gestures indicating dynamics and tempo I.2.8.e Sing or play in groups, blending timbres, matching dynamic levels, and responding to a conductor s gestures including indications of indicating articulations, tempo changes, and fermatas 6
Standard I: Indicator 3: Perceiving, Performing, and Responding: Aesthetic Education Students will demonstrate the ability to perceive, perform, and respond to music. Respond to music through movement Pre-K Kindergarten Grade 1 Grade 2 Grade 3 I.3.PK.a Move to music to develop concept of personal space I.3.K.a Maintain personal space while moving to music I.3.1.a Create simple movement patterns for music I.3.2.a Create simple movement patterns for music I.3.3.a Perform improvised movement to communicate meaning or feeling in music I.3.PK.b Respond to steady beat through locomotor and nonlocomotor movement I.3.K.b Respond to beat through locomotor and non-locomotor movement I.3.1.b Perform a steady beat through locomotor and non-locomotor movement I.3.2.b Move to demonstrate a steady beat in various meters with music sung or heard I.3.3.b Conduct music with meter in two The student will pat or clap the steady beat while singing or listening to a song. The student will conduct Going over the Sea, a Canadian street rhyme, using a two-beat pattern. I.3.PK.c Listen for simple directions or verbal cues in singing games I.3.K.c Follow simple directions or verbal cues in singing games I.3.1.c Follow musical cues in singing games I.3.2.c Perform sequences of movement in singing games I.3.3.c Perform simple folk dances I.3.PK.d Move to demonstrate an awareness of different meters I.3.K.d Respond to music in several different meters through locomotor and non-locomotor movement I.3.1.d Use a variety of locomotor and non-locomotor movements to show meter I.3.2.d Identify meter in aural music examples and show the meter through movement I.3.3.d Identify meter in a written musical example 7
Standard I: Indicator 3: Perceiving, Performing, and Responding: Aesthetic Education Students will demonstrate the ability to perceive, perform, and respond to music. Respond to music through movement I.3.4.a Create appropriate movement to demonstrate perception of musical characteristics I.3.5.a Create movement patterns to communicate meaning or feeling in music I.3.6.a Create movement patterns to express various dynamic levels and articulations I.3.7.a Respond to music through improvised movement showing changes in dynamics and tempo I.3.8.a Demonstrate an understanding of musical structure using original movement patterns. I.3.4.b Conduct music with meter in three and four The student will onduct Guantanamara, in 4/4 meter using relaxed hand and arm movements. I.3.5.b Conduct music in compound meter I.3.6.b Use appropriate conducting gestures to indicate various meters dynamic levels and articulations I.3.7.b Use appropriate conducting gestures to indicate various changes meters in dynamics and tempo I.3.8.b Conduct music in which the meter changes I.3.4.c Perform singing games and traditional dances from a variety of world cultures I.3.5.c Perform folk songs and traditional dances from a variety of world cultures I.3.6.c Perform simple prescribed sequences of dance steps appropriate to the music of a variety of cultures I.3.7.c Perform simple prescribed sequences of dance steps appropriate to a variety of styles of music I.3.8.c Create and perform contemporary dance movements reflective of a particular culture or style of music Given a contemporary recording of Hispanic music, the student will create a line dance with a 16-beat repeating pattern.c 8
Standard I: Indicator 4: Perceiving, Performing, and Responding: Aesthetic Education Students will demonstrate the ability to perceive, perform, and respond to music. Experiment with standard and non-standard symbols to represent sounds Pre-K Kindergarten Grade 1 Grade 2 Grade 3 I.4.PK.a Produce appropriate sounds in response to same and different picture symbols representing musical sounds I.4.K.a Produce appropriate sounds in response to picture symbols representing long/short and high/low sounds I.4.1.a Read simple rhythm and pitch patterns I.4.2.a Read simple rhythm and pitch patterns and musical symbols I.4.3.a Read simple melodies and interpret music symbols to perform a song I.4.1.b Notate simple rhythm and pitch patterns, placing notes in spaces and on lines I.4.2.b Notate simple rhythm patterns and pitches using a five-line staff I.4.3.b Notate simple rhythm and/or pitch patterns 9
Standard I: Indicator 4: Perceiving, Performing, and Responding: Aesthetic Education Students will demonstrate the ability to perceive, perform, and respond to music. Read and notate standard musical symbols I.4.4.a Read and perform a simple melody on the treble staff using solfeggio or a comparable system I.4.4.b Notate a short rhythmic phrase from dictation using standard notation I.4.4.c Notate short improvised melodies on the treble staff, using standard notation I.4.5.a Read and perform a simple melody on the treble staff in different keys using solfeggio or a comparable system I.4.5.b Notate a short melodic phrase from dictation using standard notation I.4.5.c Notate individually created four-measure melodies on the treble staff using standard notation I.4.6.a Identify pitches notated on the bass staff Read to perform grade level appropriate rhythm and pitch patterns on the treble and bass staves in various meters I.4.6.b Use standard notation to record simple dictated twomeasure phrases The student will notate twomeasure melodic phrase in two meter containing quarter notes, beamed eighth notes and quarter rests I.4.6.c Notate a simple melody on the treble staff and transfer to the bass staff and, an octave lower, on the bass staff I.4.7.a Read and perform simple polyphonic and homophonic music Read to perform grade level appropriate rhythm and pitch patterns on the treble and bass staves in various meters I.4.7.b Use standard notation to record simple dictated fourmeasure phrases The student will notate from dictation a four-measure melodic phrase in two meter containing quarter notes, beamed eighth notes and quarter rests. I.4.7.c Use standard notation and chord symbols to notate a simple melody with accompaniment I.4.8.a Read and perform a variety of polyphonic and homophonic music Read to perform grade level appropriate rhythm and pitch patterns on the treble and bass staves in various I.4.8.b Use standard notation to record dictated melodies and rhythms up to eight measures in length I.4.8.c Use standard notation and chord symbols to notate a song for voice and chordal instrument 10
Standard I: Indicator 4: Perceiving, Performing, and Responding: Aesthetic Education Students will demonstrate the ability to perceive, perform, and respond to music. Read and notate standard musical symbols I.4.6.d Define transposition in music I.4.7.d Describe the purposes of transposition in music I.4.8.d Transpose music to be played on a band or orchestra instrument such as the clarinet I.4.6.e Identify selected contrasting musical ideas in aural or visual examples (Moved to I.1.6.e) I.4.7.e Identify selected similar musical ideas in aural or visual examples (Moved to I.1.7.e) I.4.8.e Describe similar and contrasting musical ideas in aural or visual examples (Moved to I.1.8.e) I.4.6.e Perform Play at sight on classroom instruments simple rhythms and melodies notated on the treble staff I.4.7.e Perform Play at sight on classroom instruments simple rhythms and melodies notated on treble and bass staves I.4.8.e Vaporized! Perform at sight melodies notated on treble and bass staves 11
Standard II: Indicator 1: Historical, Cultural, and Social Context: Students will demonstrate an understanding of music as an essential aspect of history and human experience. Develop the ability to recognize music as a form of individual and cultural expression Pre-K Kindergarten Grade 1 Grade 2 Grade 3 II.1.PK.a Create movements to suggest favorite school activities mentioned in a song The student s movement and singing show that they hear short, repeated patterns in the song, Hurray! I Like it Here! II.1.K.a Sing, move, and play music associated with school and the community II.1.1.a Describe how music is used in the home, school, and community II.1.2.a Describe how music is used in the home, school, and community II.1.3.a Describe how music reflects daily experience in the local community II.1.PK.b Sing songs from a variety of world cultures II.1.K.b Sing and listen to music from a variety of world cultures II.1.1.b Sing, listen to, and describe music from a variety of world cultures II.1.2.b Use musical terminology to describe music from a variety of world cultures II.1.3.b Listen to and perform folk and composed music representing various cultures II.1.3.c Listen to music examples from various world cultures and describe how musical elements are used 11.1.3.d Identify and describe roles of musicians in the local community 12
Standard II: Indicator 1: Historical, Cultural, and Social Context Students will demonstrate an understanding of music as an essential aspect of history and human experience. Develop the ability to recognize music as a form of individual and cultural expression II.1.4.a Describe how music reflects daily experience in North America II.1.5.a Describe how music reflects daily experience in selected world cultures II.1.6.a Identify ways that people interact with music in their daily lives II.1.7.a Identify uses of music in cultural expression II.1.8.a Describe how music is used for individual and cultural expression II.1.4.b Describe ways in which music has been used at various times in the past II.1.5.b Describe how music is used in various cultures II.1.6.b Describe the functions of music in various world cultures II.1.7.b Compare roles of musicians in various world cultures II.1.8.b Describe the functions of music and roles of musicians in various cultures II.1.4.c Describe how musical elements are used in aural examples from various North American cultures II.1.5.c Describe how the elements of music are used in aural examples from various world cultures II.1.6.c Use musical terms to describe folk music of various world cultures II.1.7.c Identify folk music of various world cultures presented aurally II.1.8.c Describe the influence of folk music on compositions of other genres II.1.4.d Identify and describe roles of musicians in North America II.1.5.d Identify and describe roles of musicians in selected world cultures II.1.6.d Explore and identify various careers in music II.1.7.d Identify and describe various careers in music that require high-tech skills and/or education after high school (from seven keys) II.1.8.d Identify a variety of musicrelated careers and some of the challenges and rewards associated with them The student lists and describes careers such as performer, conductor, composer, radio station music director, church musician, music teacher, accompanist, manager, entertainment lawyer, and di i The student describes the excitement and camaraderie experienced by touring musicians as well as the boredom and separation from home and family. 13
Standard II: Indicator 2: Historical, Cultural, and Social Context: Students will demonstrate an understanding of music as an essential aspect of history and human experience. Become acquainted with the roles of music in the lives of people Pre-K Kindergarten Grade 1 Grade 2 Grade 3 II.2.PK.a Listen to and perform lullabies and explain their use and significance in the lives of those who created them II.2.K.a Listen to and perform singing games and finger play and explain their use and significance in the lives of those who created them II.2.1.a Perform patriotic songs and explain their purpose II.2.2.a Perform patriotic songs and explain their purpose II.2.3.a Perform spirituals and explain their use and significance II.2.3.b Performs songs and dances from a variety of historical periods and world cultures, including some connected those connected to general classroom studies 14
Standard II: Indicator 2: Historical, Cultural, and Social Context Students will demonstrate an understanding of music as an essential aspect of history and human experience. Determine factors that influence musicians in specific historical eras and places II.2.4.a Listen to and describe how selected works from standard music literature correspond to specific historical events II.2.5.a Listen to and describe how selected works from standard music literature correspond to specific historical events II.2.6.a Listen to and describe how selected works from standard music literature correspond to specific historical events II.2.7.a Listen to and explain how selected works from standard music literature correspond to specific historical events and provide supporting evidence II.2.8.a Describe at least three different styles of music, relating each selection to the social climate from which it emerged II.2.4.b Perform songs and dances from a variety of historical periods and world cultures, including some connected to general classroom studies II.2.5.b Perform songs and dances from a variety of historical periods and world cultures, including some connected to general classroom studies II.2.6.b Cite examples of the impact of electronic technology on music II.2.7.b Describe the impact of electronic technology on music II.2.8.b Describe the evolution of electronic and other technologies and their impact on the world of music II.2.4.c Listen and describe examples of music that represent musical styles and traditions from various historical periods and world cultures II.2.5.c Listen to and compare examples of music that represent musical styles and traditions from various historical periods and world cultures II.2.6.c Listen to and compare examples of music that represent musical styles and traditions from various historical periods and world cultures II.2.7.c Categorize the uses of musical elements in aural examples representing styles from various historical periods and world cultures II.2.8.c Analyze the uses of musical elements in aural examples representing styles from various historical periods and world cultures 15
Standard II: Indicator 3: Historical, Cultural, and Social Context: Students will demonstrate an understanding of music as an essential aspect of history and human experience. Demonstrate an understanding of the relationships between music, dance, theatre, the visual arts, and other disciplines Pre-K Kindergarten Grade 1 Grade 2 Grade 3 II.3.PK.a Sing, move, play music to reinforce concepts in other art forms (rhythm/movement, and dance; melody/line and dance; melody and shape in visual) II.3.K.a Sing, move, play music to reinforce concepts in other art form music connections to other art forms musical form/shape, patterns in music, mathematics and dance) II.3.1.a Identify ways musical concepts and ideas may be expressed in the various arts forms II.3.2.a Identify similarities and differences in the meaning of common terms used in the various art forms II.3.3.a Identify similarities and differences in the meaning of common terms used in the various art forms II.3.PK.b Sing, move, play music to reinforce concepts in other disciplines II.3.K.b Sing, move, play music to reinforce concepts in other disciplines II.3.1.b Identify connections between music and other disciplines II.3.2.b Explore the connections between the musical elements and other disciplines II.3.3.b Explore the connections between the musical elements and other disciplines After singing the song, ABC Rock song, the student will draw or paint their assigned letter on six-inch squares and create a large alphabet quilt on the bulletin board Distribute a worksheet with pictures of children walking, galloping, running, hopping, skipping, etc. The student will circle the picture that fits the four music examples. The student will classify classroom instruments according to material (wood, metal) and method of playing. The student will compare and contrast different versions of the same stories, songs, or musical works representing different cultures. The student will construct a simple listening map to help in following events in a musical work. 16
Standard II: Indicator 3: Historical, Cultural, and Social Context Students will demonstrate an understanding of music as an essential aspect of human experience. Demonstrate an understanding of the relationships between music, dance, theatre, the visual arts, and other disciplines II.3.4.a Compare in two or more arts how the characteristic materials of the art form (sound in music, movement in dance) can be used to transform similar events, emotions, or ideas into works of art II.3.5.a Compare in two or more arts how the characteristic materials of the art form can be used to transform similar events, emotions, or ideas into works of art II.3.6.a Explain how the elements across arts disciplines are used in similar and distinctive ways (visual stimuli in visual arts, human relationships in drama) this is a clarifying example II.3.7.a Explain how the elements across arts disciplines are used in similar and distinctive ways II.3.8.a Explain how the elements across arts are used in similar and distinctive ways, and cite examples II.3.4.b Identify ways in which the processes and content in music correlate with those of other subjects taught in school The student will describe how musical rehearsal is similar to the development of athletic skills and teamwork. II.3.5.b Describe the ways in which the processes and content in music correlate with those of other subject areas taught in school The student will describe how the composer of a vocal work used musical elements to enhance the effect of the text. II.3.6.b Describe the ways in which the processes and content in music correlate with those of other subject areas taught in school The student will describe how in the science of acoustics the characteristics of sound (intensity, timbre, frequency) are observed and manipulated. II.3.7.b Describe the ways in which the processes and content in music correlate with those of other subject areas taught in school II.3.8.b Describe the ways in which the processes and content in music correlate with those of other subject areas taught in school 17
Standard III: Indicator 1: Creative Expression and Production: Students will demonstrate the ability to organize musical ideas and sounds creatively. Develop the ability to improvise music through experimentation with sound Pre-K Kindergarten Grade 1 Grade 2 Grade 3 III.1.PK.a Create and improvise sounds using the voice and classroom instruments III.1.K.a Improvise using a given classroom instrument III.1.1.a Improvise using instruments to enhance a story or song III.1.2.a Use instruments to improvise simple rhythms or melodies III.1.3.a Use selected classroom instruments to improvise phrases that answer given rhythmic and melodic phrases in the same style (question and answer) III.1.PK.b Use the voice to imitate animal and environmental sounds III.1.K.b Improvise using the voice III.1.1.b Improvise using the voice to enhance a story or song III.1.2.b Use the voice to improvise simple melodies III.1.3.b Use the voice to improvise phrases that answer given melodic phrases in the same style (question and answer) 18
Standard III: Indicator.1 Creative Expression and Production: Students will demonstrate the ability to organize musical ideas and sounds creatively. Explore musical ideas through simple improvisations III.1.4.a Improvise simple rhythmic variations and melodic embellishments on familiar melodies using classroom instruments III.1.5.a Improvise short instrumental pieces using a variety of sound sources including traditional sounds, nontraditional sounds found in the classroom, and body percussion III.1.6.a Use instruments to improvise a short piece instrumental music incorporating a variety of sound sources including electronic sounds III.1.7.a Use instruments to improvise melodic embellishments, variations, and simple accompaniment to pentatonic melodies III.1.8.a Use instruments to improvise melodies in a pentatonic or major key over a given accompaniment. III.1.4.b Use the voice to improvise simple rhythmic variations and melodic embellishments on familiar melodies III.1.5.b Improvise using a variety of vocal sounds including traditional melodic sounds and other nontraditional vocal sounds III.1.6.b Use the voice to improvise a short piece with accompanying electronic sounds Improvise a simple melody over a synthesized drum beat. III.1.7.b Use the voice to improvise melodies over a given accompaniment III.1.8.b Use the voice to improvise melodies, melodic embellishments, and variations 19
Standard III: Indicator 2: Creative Expression and Production: Students will demonstrate the ability to organize musical ideas and sounds creatively. Develop readiness for composing and arranging by experimenting with sound Pre-K Kindergarten Grade 1 Grade 2 Grade 3 III.2.PK.a Use pictorial and graphic representations to represent musical sounds III.2.K.a Create a sound piece by placing pictorial representations in a configuration which indicates how the corresponding sounds are to be performed III.2.1.a Create ostinato patterns to enhance a given melody III.2.2.a Arrange found sounds and classroom instrument sounds to enhance a song III.2.3.a Create an arrangement by choosing instruments for a given ostinato III.2.PK.b Use body percussion to create sound patterns III.2.K.b Use body percussion, classroom instruments, and found sounds to create rhythmic sound patterns III.2.1.b Create simple rhythmic and melodic patterns and notate them using iconic representation III.2.2.b Compose a simple rhythm pattern and notate it using iconic or standard notation III.2.3.b Compose and notate an ostinato 20
Standard III: Indicator 2: Creative Expression and Production Students will demonstrate the ability to organize musical ideas and sounds creatively. Preserve musical ideas through simple compositions and arrangements III.2.4.a Create an arrangement by choosing instruments for a given ostinato III.2.5.a Arrange a given melody for classroom instruments III.2.6.a Harmonize a given melody by choosing appropriate chords III.2.7.a Arrange music for voices or instruments other than those for which the music was written III.2.8.a Use electronic technology to arrange music for voices or instruments other than those for which the music was written III.2.4.b Compose and notate simple melodies using a given rhythm III.2.5.b Compose and notate an eight-measure melody using original pitches and rhythms III.2.6.b Compose a melody to fit a simple chord progression using standard notation III.2.7.b Compose a song to a given lyric using standard notation and chord symbols III.2.8.b Compose a short musical work using contemporary compositional techniques or modern technologies 21
Standard IV: Indicator 1: Aesthetics and Criticism: Students will demonstrate the ability to make aesthetic judgments. Evaluate musical performances using established criteria Pre-K Kindergarten Grade 1 Grade 2 Grade 3 IV.1.K.a IV.1.1.a Evaluate performances using given criteria IV.1.2.a Evaluate classroom performances using given criteria IV.2.3.a Evaluate their own and others performances using given criteria IV.1.1.b Listen and recognize when a musical selection is performed in two different ways IV.1.2.b Listen to and describe two performances of the same selection of music IV.1.3.b Listen to two performances of the same selection of music and describe differences heard IV.1.K.c Demonstrate appropriate audience behaviors IV.1.1.c Demonstrate appropriate audience behaviors IV.1.2.c Identify criteria for their own or other s performance appropriate audience behaviors IV.1.3.c Demonstrate audience behaviors that are respectful of the performers The student will demonstrate appropriate audience behavior by listening quietly to others performances. The student will demonstrate appropriate audience behavior by responding to performances with applause. 22
Standard IV: Indicator 2: Aesthetics and Criticism Students will demonstrate the ability to make aesthetic judgments. Formulate, apply, and communicate criteria for evaluating musical performances IV.2.4.a Develop criteria and apply them to the evaluation of their own and others performances IV.2.5.a Develop criteria and apply them to the evaluation of their own and others performances IV.2.6.a Listen to musical performances and Evaluate musical performances them according to the use of dynamic levels and tempi IV.2.7.a Listen to musical performances and Evaluate musical performances them according to the use of dynamic levels, tempi, phrasing, and other expressive qualities IV.2.8.a Formulate and apply criteria to critique personal performances, improvisations, and compositions and the performances of others IV.2.4.b Identify differences in two performances of the same selection of music IV.2.5.b Identify differences in two performances of the same selection of music IV.2.6.b Describe differences in two performances of the same selection of music IV.2.7.b Analyze differences in interpretation between two performances of the same selection of music IV.2.8.b Compare different performances of the same selection of music and analyze how interpretation affects the listener s reactions IV.2.4.c Demonstrate audience behaviors that are respectful of the performers IV.2.5.c Demonstrate audience behaviors that are respectful of the performers IV.2.6.c Describe Demonstrate audience behavior appropriate for the style of music performed IV.2.7.c Demonstrate audience behavior appropriate for the context and style of music performed IV.2.8.c Explain Demonstrate audience behavior appropriate for a variety of performance settings 23