1 st Quarter Kindergarten I can match 2 pitch melodies. I can maintain a steady beat. I can interpret rhythm patterns using iconic notation. I can recognize quarter notes and quarter rests by sound. I can illustrate different vocal timbres by type (whispering, speaking, singing, and shouting). 1 st Grade I can match 3 pitch melodies. I can interpret rhythm patterns using iconic or standard notation for quarter notes, quarter rests, and beamed eighth notes.. I can use iconic or standard notations to notate quarter notes and quarter rests. I can recognize how music is used in customs and traditions of various cultures. 2 nd Grade I can sing 3 pitch melodies. I can interpret rhythm patterns using standard notation for half and quarter notes and rests, and beamed eighth notes. I can use standard notations to notate half and quarter notes, and half and quarter rests, and beamed eighth notes. I can apply problem solving strategies to improve musical technique when singing or playing instruments. I can exemplify music representing the heritage, customs, and traditions of various cultures.
1 st Quarter 3 rd Grade I can interpret rhythm patterns, including notes and rests in ¾ and 4/4 meter signatures. I can use standard symbols to notate rhythms and pitch in ¾ and 4/4 meters. I can sing a major scale. I can use established criteria for evaluating music performances and compositions. I can exemplify how music is used by various groups for artistic expression within the local community. 4 th Grade I can interpret rhythm patterns using whole, half, dotted half, quarter, and eighth notes and rests in 2/4, ¾, and 4/4 meter. I can use standard symbols to notate rhythm, meter, pitch, and dynamics. I can create compositions and arrangements. I can vocally perform ostinatos, partner songs, counter melodies and rounds. I can design a set of criteria for evaluating music performances and compositions. I can understand how music has affected, and is reflected in, the culture, traditions, and history of North Carolina. 5 th Grade I can illustrate blending vocal timbres, matching dynamic levels and responding to the gestures of a conductor while singing in groups. I can interpret (show, explain, read, perform) rhythm patterns, including whole, half, dotted half, quarter, dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, and 6/8 meter signatures. I can use standard symbols to notate rhythm, meter, pitch, and dynamics. I can create compositions and arrangements within specified guidelines. I can understand how music has affected, and is reflected in, the culture, traditions, and history of the United States.
2nd Quarter Kindergarten I can recognize iconic symbol notation for at least two different pitches. I can use improvisations to create one-phrase response using two different pitches. I can create patterns that show a steady beat. 1 st Grade I can perform rhythmic patterns using body, instruments, or voice. I can sing or play three-pitch songs. I can use improvisation to create two-phrase melodies using three pitches. I can create rhythm patterns using quarter notes, quarter rests, and beamed eighth notes with iconic or standard notation. 2 nd Grade I can play extended rhythms pattern using body, instruments, or voice. I can interpret three-pitch songs that use traditional music notation with voice and/or by playing pitched instruments. I can use improvisation to create simple rhythmic and melodic variations on familiar melodies. I can create rhythm patterns using half and quarter notes, half and quarter rests, and beamed eighth notes in duple and triple meter.
2nd Quarter 3 rd Grade I can interpret through voice and/or instruments visual representation of the major scale. I can use improvisation to create rhythmic and melodic ostinato accompaniments. I can create rhythmic compositions using notation for whole, half, and quarter notes; half and quarter rests; and beamed eighth notes in duple, and triple time. 4 th Grade I can interpret through voice and/or instruments simple pitch notation in the treble clef in major keys. I can use improvisation to create appropriate answers to rhythmic and melodic phrases. I can create rhythmic compositions using notation for whole, dotted half, half, and quarter notes; whole, half and quarter rests; and beamed eighth notes in duple and triple, and common time and which are arranged using a variety of sound sources. 5 th Grade I can recognize pitches on the treble and bass staves, including ledger lines, in order to understand the continuum of standard pitch notation. I can use improvisation to create short songs and instrumental pieces, using a variety of sound sources, including traditional and non-traditional sounds, body sounds, and sounds produced by electronic means. I can create rhythmic compositions using notation for whole, dotted half, half, and quarter notes; whole, half and quarter rests; and beamed eighth notes in duple, triple, and common time and which are arranged using a variety of sound sources.
3rd Quarter Kindergarten I can produce simple rhythms using body percussion, instruments or my voice. I can select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations. I can classify sounds sources as musical or environmental. 1 st Grade I can select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations. I can differentiate pitched or unpitched instruments and sounds. 2 nd Grade I can create extended rhythmic patterns over a steady beat. I can differentiate various vocal timbres and instruments based on how their sounds are produced. I can apply problem solving strategies to improve musical technique when singing or playing instruments.
3rd Quarter 3 rd Grade I can use instruments to perform rhythmic and melodic patterns accurately and independently on classroom rhythmic and melodic instruments. I can recognize standard symbols and traditional terms for dynamics, tempo and articulation. I can identify the sounds of a variety of instruments & voices 4 th Grade I can use my voice or instruments to perform pentatonic melodies on the treble staff. I can interpret standard symbols and traditional terms for dynamics, tempo, and articulation while performing music. I can classify instruments into Western orchestral, categories of wind, string, percussion and brass. I can create compositions and arrangements using a variety of sound sources. 5 th Grade I can use instruments to perform rhythmic, melodic, and chordal patterns accurately and independently on classroom rhythmic, melodic, and harmonic instruments. I can apply understanding of standard symbols and traditional terms for dynamics, tempo, articulation, rhythm, meter, and pitch when reading and notating music. I can classify classroom, Western orchestral, and world instruments into categories based on how their sounds are produced.
4th Quarter Kindergarten I can understand changes in music (soft-loud, high-low, fast-slow). I can use singing, playing, and /or moving to respond to a variety of musical ideas, prominent musical characteristics or specific musical events. I can recognize contrasts in music, such as high/low pitch, loud/soft dynamics, fast/slow tempo and same/different sections of music 1 st Grade I can apply changes in music (soft-loud, high-low, fast-slow) when singing and playing music. I can use movements to respond to prominent music characteristic (such as patterns in rhythm, melodic contour, dynamics and form) while listening or singing. I can recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally. 2 nd Grade I can apply changes in music (soft-loud, fast-slow, high-low, same-different). I can illustrate prominent musical characteristic or specific musical events while listening to or singing music. I can illustrate melodic patterns, dynamics, and forms. I can apply problem solving strategies to improve musical technique when singing or playing instruments.
4th Quarter 3 rd Grade I can sing or play with expression and by applying elemental changes (tempo, dynamics, timbre, or texture). I can illustrate the matching response to the gestures of the conductor, including meter, tempo, and dynamics. I can use music terminology in explaining music that I hear. 4 th Grade I can apply expressive qualities when singing or playing a variety of music from different genres, styles and cultures. I can illustrate perceptual skills by movement, answering questions and describing music of various styles and cultures. I can use appropriate music terminology to explain personal preferences for specific musical works and styles 5 th Grade I can sing and play music accurately and independently within a group. I can show through instruments and/or voice understanding of conductor gestures, including meter, tempo, dynamics, entrances, cut-offs, and phrasing, when singing and playing music. I can explain music using correct terminology of notation, instruments, voices.