Kindergarten Foundational Skills for General Music Essential musical alphabet (a,b,c,d,e,f,g), solfege symbols for do, re, mi, left/right, up/down, high/low, in/out, fast/slow, loud/soft, long/short, call/response, same/different, steady beat Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. Students will know music can be understood by learning musical alphabet (a,b,c,d,e,f,g) visual symbols. solfege symbols for do, re, mi identify the letters in the musical alphabet. be introduced to the solfa hand symbols. Anchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds. Students will know music can be made up of many different identify directions. left/right combinations of musical elements. identify high/low sounds. up/down music is held together by a steady pulse. identify basic tempo. high/low identify basic dynamics. in/out identify basic note lengths. fast/slow sing the appropriate part in a loud/soft call/response selection. long/short basic musical styles. call/response be introduced to keeping a steady beat same/different pattern. steady beat
1st Grade Foundational Skills for General Music Essential too, ta-ta, Z (rest/silence), melody, accompaniment, solo/chorus, faster/slower; louder/softer, introduction. Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. music can be made with long too, ta-ta and short note values. identify the letters in the musical alphabet. Z (rest/silence) music can have moments of silence. be introduced to the solfa symbols identify symbols for notes and identify long and short sound lengths. identify silence in Anchor Standard 2: Students will be able to read and notate (patterns, major scale, steps, skips, leaps, and repeated tones) music with sufficient accuracy and fluency to support comprehension. melody is the tune of a identify a tune as a melody. melody identify directions. accompaniment accompaniment supports a melody and accompaniment. identify high/low sounds. solo/chorus melodic line. identify basic tempo. faster/slower; louder/softer between solo and chorus individual and group identify basic dynamics. introduction (soli). performances can happen in recognize the gradual identify basic note lengths. the same piece of changes in tempo in a sing the approprtiate part music can be made with in a call/response selection. basic gradual changes in tempo identify the introduction of a musical styles. and dynamics. be introduced to keeping a the beginning of a piece of steady beat pattern. music does not have to start with the main melodic idea.
2nd Grade Foundational Skills for General Music Essential half note, quarter note, eighth note and equivalent rests, pattern, faster/slower; louder/softer, quarter rest, phrase Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. music is made up of half note, quarter note, patterns. identify symbols for notes and identify long and short sound lengths. eighth note and equivalent rests different notational symbols are used for length of notes. identify silence in identify symbols for notes and tell how many beats they represent in a given time signature. identify musical selections that use simple meter and compound meter. Anchor Standard 2: Students will be able to read and notate (patterns, major scale, steps, skips, leaps, and repeated tones) music with sufficient accuracy and fluency to support comprehension. music can be made with recognize musical notation pattern gradual changes in tempo for a quarter rest. identify a tune as a melody. faster/slower; louder/softer and dynamics. identify AB, ABA patterns. quarter rest silence in music is notated recognize the gradual melody and accompaniment. phrase with rests. change in tempo and dynamics in a musical phrases are musical between solo and chorus selection. (soli). sentences, and are a recognize the gradual changes in tempo in a complete thought. identify the introduction of a
3rd Grade Foundational Skills for General Music Essential whole note, dotted half note and equivalent rests, coda, D.C. al fine, repeat, double bar line, program music, step, leap, skip, harmony, round, partner song Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. whole notes fill an entire whole note,dotted half note measure with sound. identify symbols for notes and equivalent rests dotted half notes are worth and tell how many beats coda the note printed plus half it s they represent in a given D.C. al fine value. time signature. repeat composers use shorthand identify a 6/8 pattern in a song. double bar line symbols to avoid having to write more musical notation when music is repeated. double bar lines signal the end of a identify symbols for notes and tell how many beats they represent. identify symbol for coda in a identify symbol for D.C. al fine in a identify a repeat sign in a identify a double bar line in a
Anchor Standard 2: Students will be able to read and notate (patterns, major scale, steps, skips, leaps, and repeated tones) music with sufficient accuracy and fluency to support comprehension. program music tells a story. tell the difference between program music music melodies can be made program music and absolute note and use silent beat step, leap, skip, harmony, up of steps, skips, and leaps. synonomous with rest. round, partner song identify step wise motion in harmony supports a melodic identify AB, ABA patterns. notation. recognize the gradual idea. identify skips and leaps in change in tempo in a musical rounds and partner songs notation. selection. are not the same musical forms. melody and harmony in identify round form in identify partner song form in
4 th Grade Foundational Skills for General Music Essential time signature, rest, fermata, dotted half note, eighth note, symbols (f, p, mf, mp),largo,andante, moderato, allegro, and presto tempo markings, pulse, octave, ostinato, 1 st and 2 nd endings, staff, treble and bass clef, note names, measure, measure line/bar line, vocal parts (duet, trio, soprano, alto, tenor, bass), texture, phrase
Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. time signatures are at the time signature beginnings of songs and identify symbols for notes rest control the pulse of and tell how many beats fermata silence in music is notated they represent. dotted half note, eighth note by using rests. identify symbol for coda in a symbols (p, mp, mf, f) notes can be held for more largo,andante, moderato, counts than they are worth identify symbol for D.C. al allegro, and presto tempo by using a fermata. fine in a markings dots add half the value to the identify a repeat sign in a pulse note they follow in notation. octave music can have varied levels ostinato of loud and soft sounds. 1 st and 2 nd endings music can have varied staff tempos or speeds. treble and bass clef notes with the same letter note names name are the same pitch. measure repeated rhythmic patterns measure line/bar line add complexity to music is written on a staff of five lines and four spaces. treble clef is used for higher sounds. bass clef is used for lower sounds. note names are used to identify the pitch of a note on the musical staff. measures are used to organize musical staff. measure/bar lines occur in music in relationship with the time signature. identify time signatures in identify basic notational symbols for rests. identify weak and strong pulse. identify the fermata sign. notate dotted notes and eighth notes. identify basic dynamic symbols. identify basic tempo markings. identify and label octave use in identify ostinato patterns in identify 1 st and 2 nd endings in a identify a musical staff identify bass and treble clefs know the names of the lines and spaces in treble clef. identify a measure in a identify a measure/bar line in a
Anchor Standard 2: Students will be able to read and notate (patterns, major scale, steps, skips, leaps, and repeated tones) music with sufficient accuracy and fluency to support comprehension. music can be made up of define and recognize the vocal parts (duet, trio, many different parts. vocal types in a musical tell the difference between soprano, alto, tenor, bass) texture can be thick or thin piece. program music and absolute texture according to how many identify thin and thick phrase textures in music examples. parts are added to a piece of identify step wise motion in identify a phrase as a notation. musical thought or idea in a identify skips and leaps in notation. melody and harmony in identify round form in identify partner song form in
Foundational Skills for General Music (5-6) Essential time signature, dynamics (piano, forte, mezzo forte, crescendo, decrescendo), tempos (accelerando, ritardando), vocal parts and form (descant, quartet, choir/chorus), syncopation, scale, major/minor tonality, beam
Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. the top number in a time time signature signature defines the amount identify time signatures in dynamics (piano, forte, of beats in a measure. mezzo forte, crescendo, the bottom number in a time identify basic notational decrescendo) signature defines the pulse symbols for rests. tempos (accelerando, of the song. identify weak and strong pulse. ritardando) time signatures define the overall pulse of a musical identify the fermata sign. selection. notate dotted notes and eighth notes. music can be made with gradual changes in tempo identify basic dynamic symbols. and dynamics. identify basic temp markings. identify pulse in identify and label octave use in identify ostinato patterns in identify 1 st and 2 nd endings in a identify a musical staff identify bass and treble clefs know the names of the lines and spaces in bass and treble clef. identify a measure in a identify a measure/bar line in a distinguish and define the difference between top and bottom numbers in a time signature (meter in 2,3,4,5,6). define basic dynamic terms. define basic tempo terms.
Anchor Standard 2: Students will be able to read and notate (patterns, major scale, steps, skips, leaps, and repeated tones) music with sufficient accuracy and fluency to support comprehension. music can be made up of identify a descant line over a vocal parts and form many different parts. melody. define and recognize the (descant, quartet) syncopation can add variety define quartet and give vocal types in a musical syncopation to the rhythmic feel in a examples. piece. scale define choir and give song. identify thin and thick major/minor tonality examples. textures in music examples. beam scales are organized patterns define syncopation and identify a phrase as a of notes. identify it in a musical musical thought or idea in a tonality is a tool composers example. use to express emotion. define a musical scale and use the appropriate solfege beams can connect note symbols. values for clarity in notation. major/minor tonality. identify beamed eighth notes in musical notation.
Foundational Skills for Instrumental (5-6) Essential musical alphabet, time signature, names of note types and corresponding rests, dynamics (piano, forte, mezzo forte, crescendo, decrescendo), tempos (slow, medium, fast), rhythm, pitch, articulation Anchor Standard 1: Students will distinguish and interpret basic music symbols, terms, and signs. music can be notated with musical alphabet different lengths of sounds. use their knowledge of basic time signature music is notated with musical symbols, terms and signs gained in general music classes to connect to their instrument of choice. names of note types and corresponding rests individual note names. read whole, dotted half, half, quarter and eighth notes and corresponding rests using 2/4, 3/4, and 4/4 time signatures. identify notes by letter names through the practical range of the individual instrument. Anchor Standard 2: Students will be able to use symbols and terms referring to (dynamics, tempo, articulation), and interpret them correctly when playing Prior Background Knowledge use their knowledge of musical symbols and terms gained in general music classes to connect to their instrument of choice. Students will know dynamics (piano, forte, mezzo forte, crescendo, decrescendo). tempos (slow, medium, fast) rhythm pitch articulation music can have different levels of loud and soft volumes. music can have different levels of speed. music can have different types of styles. identify symbols and terms for basic dynamics, tempo, and articulation when playing age appropriate interpret symbols and terms for basic dynamics, tempo, and articulation when playing age appropriate use standard symbols to notate rhythm and pitch in simple patterns.