Guide TABLE OF CONTENTS ARTS EDUCATION Music Kindergarten Pages 1-4 Grade 1 Pages 5-8 Grade 2 Pages 9-12 Grade 3 Pages 13-16 Grade 4 Pages 17-20 Grade 5 Pages 21-24 Grade 6 Pages 25-28 Grade 7 Pages 29-32 Grade 8 Pages 33-36 Level I Pages 37-40 Level II Pages 41-44 Level III Pages 45-48
SUBJECT: MUSIC GRADE: KINDERGARTEN 1 ST QUARTER 1 CE - Identify same and different (e.g. fast/slow, loud/soft, high/low, and long/short) 2 CE Explore steady beat and rhythm 4 CE Explore and identify a wide variety of sounds including the human voice 5 CE Explore a wide variety of classroom instruments (e.g. metals, skins and woods). Producing Performing (PR) 1 PR Demonstrate same and different (e.g. fast/slow, loud/soft, high/low, and long/short) 3 PR Sing using head voice and appropriate posture and move to music of various and contrasting styles, composers, and cultures. 4 PR Create a wide variety of vocal and instrumental sounds. Responding and Reflecting (RE) 2 RE Describe how sounds and music are used in our daily lives A. Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to B. Recognize the use of music for various purposes by performers and listeners in a variety of cultures. C.Create music in simple forms to be performed with dance, drama, or in response to a work of visual art. D.Individually and collaboratively select ideas in a media form of the day to create musical pieces. E. Use digital technology to listen to and study music recognizing instruments, voices, ensembles, and musical forms. F. Form and express opinions about music they hear in formal and informal live and recorded performances. Strand: Develop selfawareness and selfmanagement skills to achieve school and Develop a positive self concept/identity. Strand: Use social-awareness and interpersonal skills to establish and maintain positive relationships and caring communities. Identify appropriate strategies to enter and exit from group play activities. and responsible behaviors in personal, Demonstrate self-control skills (e.g. listening, raising hand, taking turns, counting to 10, etc.) Understand the consequences and rewards of individual and community action. Identify/Illustrate safe and unsafe situations. Reading for Literature (RL) Standard Statement 10: Actively engage in group reading activities with purpose and understanding. Reading: Foundational Skills (RF) Standard Statement 2: Demonstrate understanding of spoken words, syllables, sounds (phonemes). Recognize and produce rhyming words Counting and Cardinality (CC) Know number names and the count sequence. Count to 100 by ones and by tens. SCIENCE Earth Space Science (ESS) Content Statement: Weather Changes are both long and short term. Early weather changes (seasons) are observable patterns in daily weather changes. GOV 10. The purpose of rules and authority figures is to provide order, security and safety in the home, school and community. Expectations for Learning: Explain the purpose for rules at home and in the school and community. 1
SUBJECT: MUSIC GRADE: KINDERGARTEN 2 ND QUARTER 1 CE - Identify same and different (e.g. fast/slow, loud/soft, high/low, and long/short) 2 CE Explore steady beat and rhythm. 6CE Attend live music performances. 1 PR Demonstrate same and different (e.g. fast/slow, loud/soft, high/low, and long/short) 2 PR Demonstrate a steady beat & maintain it while performing. 3 PR Sing using head voice and appropriate posture and move to music of various & contrasting styles, composers, & cultures. 4 PR Create a wide variety of vocal and instrumental sounds. 5 PR Play a variety of classroom instruments, alone and with others, and demonstrate proper technique. 6 PR Demonstrate audience behavior appropriate for the context and style of music performed. 3 RE Describe the difference between steady beat and rhythm. 7 RE Offer opinions about their own musical experiences and responses to A. Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to B. Recognize the use of music for various purposes by performers and listeners in a variety of cultures. C.Create music in simple forms to be performed with dance, drama, or in response to a work of visual art. D.Individually and collaboratively select ideas in a media form of the day to create musical pieces. E. Use digital technology to listen to and study music recognizing instruments, voices, ensembles, and musical forms. F. Form and express opinions about music they hear in formal and informal live and recorded performances. Have positive relationships with one or two peers. and responsible behaviors in personal, school, and community contexts. Demonstrate self-control skills (e.g. listening, raising hand, taking turns, counting to 10, etc.) Model active listening. Reading: Foundational Skills (RF) Standard Statement 2: Demonstrate understanding of spoken words, syllables, sounds (phonemes). Recognize and produce rhyming words Language (L) Standard Statement 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Understand and use question words (interrogatives) (e.g. who, what, where, when, why, how). Counting and Cardinality (CC) Know number names and the count sequence. Count to 100 by ones and by tens. Geometry (G) Identify and describe shapes(squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Correctly name shapes regardless of their orientations or overall size. SCIENCE Physical Science (PS) Topic: Properties of everyday objects and Materials Content Statement: Some objects and materials can be made to vibrate to produce sound. Touching, blowing, or tapping objects produces sound. The sounds that are produced vary depending on the properties of objects. GOV 10. The purpose of rules and authority figures is to provide order, security and safety in the home, school and community. Expectations for Learning: Explain the purpose for rules at home and in the school and community. HIS 4. Nations are represented by symbols and practices. Symbols and practices of the United States include the American Flag, The Pledge of Allegiance, the National Anthem. Expectations of Learning: Recognize the American Flag as a symbol of the United States and the Pledge of Allegiance and the National Anthem as practices of the United States. 2
SUBJECT: MUSIC GRADE: KINDERGARTEN 3 RD QUARTER 1 CE - Identify same and different (fast/slow, loud/soft, high/low, and long/short) 7 CE Identify a musician and his or her roles(composer, conductor and performer) 8 CE Explore connections between sound and its visual representation. 1 PR Demonstrate same and different (fast/slow, loud/soft, high/low, and long/short) 2 PR Demonstrate a steady beat and maintain it while performing. 3 PR Sing using head voice and appropriate posture and move to music of various and contrasting styles, composers, and cultures. 4 PR Create a wide variety of vocal and instrumental sounds. 5 PR Play a variety of classroom instruments, alone and with others, and demonstrate proper technique. 7 PR Create a visual representation of sound. A. Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to B. Recognize the use of music for various purposes by performers and listeners in a variety of cultures. C.Create music in simple forms to be performed with dance, drama, or in response to a work of visual art. D.Individually and collaboratively select ideas in a media form of the day to create musical pieces. E. Use digital technology to listen to and study music recognizing instruments, voices, ensembles, and musical forms. F. Form and express opinions about music they hear in formal and informal live and recorded performances. 4 1 RE Share ideas about musical selections of various and contrasting styles, composers and musical periods. 4 RE Identify and connect a concept shared between music and other curricular subjects. 5 RE Identify and discuss various uses of music in the United States and the various meanings of the term musician. 6 RE Respond to sound with a drawing of how the sound makes them feel. Activities and Field Experiences Rock-N-Roll Hall of Fame; Young Audiences; Opera Cleveland Have positive relationships with one or two peers. and responsible behaviors in personal, school, and community contexts. Demonstrate self-control skills (listening, raising hand, taking turns, counting to 10, etc.) Model active listening. Reading for Literature (RL) Standard Statement 5: Recognize common types of texts (storybooks, poems). Language (L) Standard Statement 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Counting and Cardinality (CC) Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group,. SCIENCE Physical Science (PS) Topic: Properties of everyday objects and Materials Content Statement: Some objects and materials can be made to vibrate to produce sound. Touching, blowing, or tapping objects produces sound. The sounds that are produced vary depending on the properties of objects. GOV 10. The purpose of rules and authority figures is to provide order, security and safety in the home, school and community. Expectations for Learning: Explain the purpose for rules at home and in the school and community. 3
SUBJECT: MUSIC GRADE: KINDERGARTEN 4 TH QUARTER 1 CE - Identify same and different (fast/slow, loud/soft, high/low, and long/short) 3 CE - Listen to and explore the music of various styles, composers, periods and cultures. 6 CE Attend live music performances 1 PR Demonstrate same and different (fast/slow, loud/soft, high/low, and long/short) 2 PR Demonstrate a steady beat and maintain it while performing. 3 PR Sing using head voice and appropriate posture and move to music of various and contrasting styles, composers, and cultures. 4 PR Create a wide variety of vocal and instrumental sounds. 5 PR Play a variety of classroom instruments, alone and with others, and demonstrate proper technique. 7 RE Offer opinions about their own musical experiences and responses to Activities and Field Experiences Rock-N-Roll Hall of Fame; Young Audiences; Opera Cleveland A. Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to B. Recognize the use of music for various purposes by performers and listeners in a variety of cultures. C.Create music in simple forms to be performed with dance, drama, or in response to a work of visual art. D.Individually and collaboratively select ideas in a media form of the day to create musical pieces. E. Use digital technology to listen to and study music recognizing instruments, voices, ensembles, and musical forms. F. Form and express opinions about music they hear in formal and informal live and recorded performances. Have positive relationships with one or two peers. and responsible behaviors in personal, school, and community contexts. Demonstrate self-control skills (listening, raising hand, taking turns, counting to 10, etc.) Model active listening. Speaking and Listening (SL) Topic: Comprehension and Collaboration Standard Statement 3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Counting and Cardinality (CC) Know number names and the count sequence. Count to tell the number of objects. GEO 6. Models and maps represent real places. 4
SUBJECT: MUSIC GRADE: 1 1 ST QUARTER 1 CE Identify echo and call/response 2 CE Explore steady beat, rhythm, and meter 4 CE Identify elements of music using developmentally appropriate vocabulary (e.g. rhythm, syllables, solfege) Producing Performing (PR) 1 PR Demonstrate echo and call/response 4 PR Improvise new lyrics to known songs and experiment with digital technology. 6 PR Play a variety of classroom instruments alone and with others, and demonstrate proper technique. Responding and Reflecting (RE) 2 RE Describe how music communicates feelings, moods, images, and meaning. A. Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to B. Recognize the use of music for various purposes by performers and listeners in a variety of cultures. C.Create music in simple forms to be performed with dance, drama, or in response to a work of visual art. D.Individually and collaboratively select ideas in a media form of the day to create musical pieces. E. Use digital technology to listen to and study music recognizing instruments, voices, ensembles, and musical forms. F. Form and express opinions about music they hear in formal and informal live and recorded performances. Recognize acceptable methods to gain assistance. Discuss and create classroom rules. Reading for Informational Text (RI) Standard Statement 1: Ask and answer questions about key details in a text. Reading: Foundational Skills (RF) Standard Statement 2: Demonstrate understanding of spoken words, syllables, sounds (phonemes). GOV 8. Individuals are accountable for their actions, expectations for learning, demonstrate accountability for personal actions. GOV 9. Collaboration requires group members to respect the rights and opinions of others. Expectations for Learning: Collaborate in a way that demonstrates respect for the rights and opinions of others. GOV 10. Rules exist in different settings. The principals of fairness should guide rules and the consequences of breaking rules. 5
SUBJECT: MUSIC GRADE: 1 2 ND QUARTER 2 CE Explore steady beat and rhythm. 4 CE Identify elements of music using developmentally appropriate vocabulary (e.g. rhythm, syllables and solfege). 6CE. Attend live music performances. 1 PR Demonstrate echo and call/response 2 PR Sing (using head voice and appropriate posture) and move to music of various styles, composers, cultures with accurate pitch and quarter rests. 3 PR Read, write, and perform using eighth notes, quarter notes, and quarter rests. 4 PR Improvise new lyrics to known songs and experiment with digital technology. 6 PR Play a variety of classroom instruments alone and with others, and demonstrate proper technique. 7 PR Demonstrate audience behavior appropriate for the context and style of music performed. 1 RE Recognize how music is used for a variety of occassions. 3 RE Communicate a response to music using dance, drama, or visual art. 5 RE Form and express personal opinions about a musical performance and show respect for the opinions of others. 7 RE Discuss audience behavior appropriate for the context and the style of music performed. A. Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to B. Recognize the use of music for various purposes by performers and listeners in a variety of cultures. C.Create music in simple forms to be performed with dance, drama, or in response to a work of visual art. D.Individually and collaboratively select ideas in a media form of the day to create musical pieces. E. Use digital technology to listen to and study music recognizing instruments, voices, ensembles, and musical forms. F. Form and express opinions about music they hear in formal and informal live and recorded performances. Use observational and listening skills to identify the feelings and perspectives of others. Follow classroom & school rules. Speaking and Listening (SL) Standard Statement 6: Produce complete sentences when appropriate to tasks and situation. Number and Operations in Base Ten (NBT) Extend the counting sequence. Count to 120, starting at any number less than 120. SCIENCE Physical Science (PS) Content Statement: Objects can be moved in a variety of ways such as straight, zigzag, circular, and back and forth. GOV 10. Rules exist in different settings. The principals of fairness should guide rules and the consequences of breaking rules. 6
SUBJECT: MUSIC GRADE: 1 3 RD QUARTER 2 CE Explore steady beat and rhythm. 4 CE Identify elements of music using developmentally appropriate vocabulary (e.g. rhythm, syllables and solfege). 5 CE Explore selected musical instruments aurally and visually. 1 PR Demonstrate echo and call/response 2 PR Sing (using head voice and appropriate posture) and move to music of various styles, composers, cultures with accurate pitch and quarter rests. 3 PR Read, write, and perform using eighth notes, quarter notes, and quarter rests. 4 PR Improvise new lyrics to known songs and experiment with digital technology. 5PR Read, write and perform (e.g. la-sol-mi) melodies on the treble staff in G-do, F-do, and C-do using a system (e.g. solfege, numbers or letters). 6 PR Play a variety of classroom instruments alone and with others, and demonstrate proper technique. 4 RE Connect concepts shared between music, other art forms and other curricular subjects. Activities and Field Experiences Rock-N-Roll Hall of Fame; Young Audiences; Opera Cleveland G. Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to H.Recognize the use of music for various purposes by performers and listeners in a variety of cultures. I. Create music in simple forms to be performed with dance, drama, or in response to a work of visual art. J. Individually and collaboratively select ideas in a media form of the day to create musical pieces. K. Use digital technology to listen to and study music recognizing instruments, voices, ensembles, and musical forms. L. Form and express opinions about music they hear in formal and informal live and recorded performances. Show capacity to care about others (e.g. give compliments) Follow classroom & school rules. Reading for Informational Text (RI) Standard Statement 9: Identify basic similarities in and differences between two texts on the same topic. Measurement and Data (MD) Tell and write time in hours and half hours using analog and digital clocks. SCIENCE Life Science (LS) Topic: Basic Needs of Living Things Content Statement: Living things have basic needs which are met by obtaining materials from the physical environment. GOV 10. Rules exist in different settings. The principals of fairness should guide rules and the consequences of breaking rules. GEO 4. Maps can be used to locate and identify places. 7
SUBJECT: MUSIC GRADE: 1 4 TH QUARTER 2 CE Explore steady beat and rhythm. 3 CE Listen to and identify music of various and contrasting styles, composers, periods and cultures. 4 CE Identify elements of music using developmentally appropriate vocabulary (e.g. rhythm, syllables and solfege). 5 CE Explore selected musical instruments aurally and visually. 6CE. Attend live music performances 1 PR Demonstrate echo and call/response 2 PR Sing (using head voice and appropriate posture) an dmove to music of various styles, composers, cultures with accurate pitch and quarter rests. 3 PR Read, write, and perform using eighth notes, quarter notes, and quarter rests. 4 PR Improvise new lyrics to known songs and experiment with digital technology. 6 PR Play a variety of classroom instruments alone and with others, and demonstrate proper technique. 7 PR Demonstrate audience behavior appropriate for the context and style of music performed. 5 RE Form and express personal opinions about a musical performance and show respect for the opinions of others. 6 RE Describe the challenges of individual and group music performance using music vocabulary. 7 RE Discuss audience behavior appropriate for the context and the style of music performed. Activities and Field Experiences House of Blues, Rock-N-Roll Hall of Fame; Young Audiences; Opera Cleveland All City Arts Festival: Rock Your World and All City Musical. M.Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to N.Recognize the use of music for various purposes by performers and listeners in a variety of cultures. O.Create music in simple forms to be performed with dance, drama, or in response to a work of visual art. P. Individually and collaboratively select ideas in a media form of the day to create musical pieces. Q.Use digital technology to listen to and study music recognizing instruments, voices, ensembles, and musical forms. R.Form and express opinions about music they hear in formal and informal live and recorded performances. Show capacity to care about others (e.g. give compliments) Follow classroom & school rules. Reading for Informational Text (RI) Standard Statement 9: Identify basic similarities in and differences between two texts on the same topic. SCIENCE Life Science (LS) Topic: Basic Needs of Living Things Content Statement: Living things have basic needs which are met by obtaining materials from the physical environment. GOV 10. Rules exist in different settings. The principals of fairness should guide rules and the consequences of breaking rules. 8
SUBJECT: MUSIC GRADE: 2 1 ST QUARTER 1 CE Identify patterns of same and different phrases in simple poems and songs. 4 CE Identify elements of music using developmentally appropriate vocabulary (e.g. rhythm, syllables, solfege) Producing Performing (PR) 2 PR - Sing (using head voice and appropriate posture) and move to music of various styles, composers and cultures with accurate pitch and rhythm. 3 PR Read, write and perform using eighth notes, quarter notes, half notes and quarter rests in 2/4 and 4/4 meter. 6 PR Play a variety of classroom instruments alone and with others, and demonstrate proper technique. Responding and Reflecting (RE) 3 RE Discuss how music communicates feelings, moods, images, and meaning. Activities and Field Experiences Roots of American Music, Young Audiences, Playhouse Square A. Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to B. Recognize the use of music for various purposes by performers and listeners in a variety of cultures. C.Create music in simple forms to be performed with dance, drama, or in response to a work of visual art. D.Individually and collaboratively select ideas in a media form of the day to create musical pieces. E. Use digital technology to listen to and study music recognizing instruments, voices, ensembles, and musical forms. F. Form and express opinions about music they hear in formal and informal live and recorded performances. Describe positive qualities of others Recognize the differences in various cultural traditions. Follow classroom and school rules. Reading for Informational Text (RI) Standard Statement 9: Identify basic similarities in and differences between two texts on the same topic Operations and Algebraic Thinking ( OA) Work with equal groups of objects to gain foundations for multiplication. Determine whether a group of objects has an even or odd number of members, e.g., by pairing objects or counting them by 2 s. GOV 10. Personal accountability includes making responsible choices, taking responsibility for personal actions and respecting others. 9
SUBJECT: MUSIC GRADE: 2 2 ND QUARTER 1 CE Identify patterns of same and different phrases in simple poems and songs. 2 CE Identify rounds and cannons. 4 CE Identify elements of music using developmentally appropriate vocabulary (rhythm, syllables, solfege). 6 CE Attend live music performances with emphasis on instrument and voice identification. 2 PR - Sing (using head voice and appropriate posture) and move to music of various styles, composers and cultures with accurate pitch and rhythm. 3 PR Read, write and perform using eighth notes, quarter notes, half notes and quarter rests in 2/4 and 4/4 meter. 4 PR Improvise and compose simple rhythmic and melodic phrases. 6 PR Play a variety of classroom instruments alone and with others, and demonstrate proper technique. 1 RE Explain how music is used for a variety of purposes and occassions. 5 RE Respond to patterns of same and different phrases in simple poems and songs. 7 RE Discuss and write about their observations of types of voices and instruments heard in performances. Activities and Field Experiences Cleveland Orchestra, The Musical Theater Project A. Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to B. Recognize the use of music for various purposes by performers and listeners in a variety of cultures. C.Create music in simple forms to be performed with dance, drama, or in response to a work of visual art. D.Individually and collaboratively select ideas in a media form of the day to create musical pieces. E. Use digital technology to listen to and study music recognizing instruments, voices, ensembles, and musical forms. F. Form and express opinions about music they hear in formal and informal live and recorded performances. Describe positive qualities of others Recognize the differences in various cultural traditions. Follow classroom & school rules. Speaking and Listening (SL) Standard Statement 6: Produce complete sentences when appropriate to tasks and situation. Represent and interpret data Draw a picture graph and a bar graph (with single unit scale) to represent a data set with up to four categories. SCIENCE Earth and Space Science (ESS) Content Statement: Water is present in the air water, clouds, rain, snow, and hail GOV 10. Personal accountability includes making responsible choices, taking responsibility for personal actions and respecting others. 10
SUBJECT: MUSIC GRADE: 2 3 RD QUARTER 4 CE Identify elements of music using developmentally appropriate vocabulary (rhythm, syllables, solfege). 5 CE Explore selected musical instruments visually and aurally. 1 PR Demonstrate rounds and canons. 2 PR - Sing (using head voice and appropriate posture) and move to music of various styles, composers and cultures with accurate pitch and rhythm. 3 PR Read, write and perform using eighth notes, quarter notes, half notes and quarter rests in 2/4 and 4/4 meter. 5 PR Read, write and perform using pentatonic (la-solmi-re-do) melodies on the treble staff in G-do, F-do and C-do, using a system (solfege, numbers or letters.) 6 PR Play a variety of classroom instruments alone and with others, and demonstrate proper technique. 4 RE Interpret music through dance, drama, and visual art. 5 RE Respond to patterns of same and different phrases in simple poems and songs. A. Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to B. Recognize the use of music for various purposes by performers and listeners in a variety of cultures. C.Create music in simple forms to be performed with dance, drama, or in response to a work of visual art. D.Individually and collaboratively select ideas in a media form of the day to create musical pieces. E. Use digital technology to listen to and study music recognizing instruments, voices, ensembles, and musical forms. F. Form and express opinions about music they hear in formal and informal live and recorded performances. Show capacity to care about others (e.g. give compliments) Follow classroom & school rules. Reading for Literature (RL) Standard Statement 4: Describe how words and phrases (regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Measurement and Data (MD) Tell and write time. Tell and write time in hours and half hours using analog and digital clocks. Number Operations in Base 10 (NBT) Understand Place Value Count within 100; skip-count by 5 s, 10 s, and 100 s. GOV 10. Personal accountability includes making responsible choices, taking responsibility for personal actions and respecting others. HIS 4. Biographies can show how peoples actions have shaped the world in which we live. 11
SUBJECT: MUSIC GRADE: 2 4 TH QUARTER 3 CE Listen to and identify music of various styles, composers, periods, and cultures. 4 CE Identify elements of music using developmentally appropriate vocabulary (rhythm, syllables, solfege). 6 CE Attend live music performances with emphasis on instrument and voice identification. 2 PR Sing (using head voice and appropriate posture) and move to music of various styles, composers and cultures with accurate pitch and rhythm. 3 PR Read, write and perform using eighth notes, quarter notes, half notes and quarter rests in 2/4 and 4/4 meter. 5 PR Read, write and perform using pentatonic (la-sol-mi-re-do) melodies on the treble staff in G- do, F-do, and C-do using a system (solfege, numbers or letters). 6 PR Play a variety of classroom instruments alone and with others, and demonstrate proper technique. 2 RE Discuss music of various composers, periods, cultures, and contrasting styles. 4 RE Interpret music through dance, drama, and visual art. 6 RE Discuss similarities and differences among the arts including connections between music and other curricular subjects. 7 RE Discuss and write about their observations of types of voices and instruments heard in performances. Activities and Field Experiences All City Musical, All City Arts Festival: Rock Your World A. Demonstrate how musical elements communicate meaning and emotion by playing, singing, or moving to B. Recognize the use of music for various purposes by performers and listeners in a variety of cultures. C.Create music in simple forms to be performed with dance, drama, or in response to a work of visual art. D.Individually and collaboratively select ideas in a media form of the day to create musical pieces. E. Use digital technology to listen to and study music recognizing instruments, voices, ensembles, and musical forms. F. Form and express opinions about music they hear in formal and informal live and recorded performances. Ask others to join groups or play Follow classroom & school rules. Strand; Reading for Literature (RL) Standard Statement 10: By the end of the year, read and comprehend literature, including stories and poetry. Strand: Reading for Information Text (RI) Standard Statement 6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Measurement and Data (MD): Work with time and money. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. GOV 10. Personal accountability includes making responsible choices, taking responsibility for personal actions and respecting others 12
SUBJECT: MUSIC GRADE: 3 1 ST QUARTER Perceiving/Knowing/Creating (CE) 1CE Visually and aurally, identify the four families of orchestral instruments. 2CE Identify and discriminate between sounds produced by various instruments and the human voice. Producing Performing (PR) 5PR Sing, move and respond to music from world cultures and different composers. 9PR Demonstrate appropriate audience etiquette at live performances. Responding and Reflecting (RE) 4RE Evaluate audience etiquette associated with various musical performances and settings. 6RE Compare interpretations of the same piece of music as they occur though dance, drama, and visual art. Activities and Field Experiences Great Lakes Science Center exhibit on Sound Common Core Unit 1: Stories Worth Telling Again & Again Students will at an appropriate developmental level: Sing and play instruments, focusing on how musical elements such as tempo, beats, rhythm, pitch, form, harmony, timbre create meaning. Listen to and perform a wide variety of music from multiple cultures focusing on the historical and cultural significance of the works Identify and classify voices, musical instruments, roles, and careers of musicians Relate historical information from the study of music to other art forms and disciplines outside the arts Develop criteria to evaluate solo and group performances of music Describe positive qualities of others Recognize the differences in various cultural traditions. Follow classroom and school rules. Reading for Literature (RL) Standard Statement 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Standard Statement 3: Describe characters in a story and explain how their actions contribute to the sequence of events. Reading for Foundational Skills (RF) Standard Statement 3: Know and apply grade- level phonics and word analysis skills in decoding words. Standard Statement 4: Read with sufficient accuracy and fluency to support comprehension. Speaking and Listening (SL) Standard Statement 1: Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. Operations and Algebraic Thinking (OA) Represent and solve problems involving multiplication and division. Understand properties of multiplication and the relationship between multiplication and division. GOV 10- Individuals make the community a better place by solving problems in a way that promotes the common good. GOV 11- Laws are rules, which apply to all people in a community and describe ways people are expected to behave. Laws promote order and security, provide public services and protect the rights of individuals in the local community. 13
SUBJECT: MUSIC GRADE: 3 2 ND QUARTER 3CE Listen to and identify the music of different composers and world cultures. 1PR Sing a varied repertoire with accurate rhythm and pitch individually and with others. 2PR Follow and respond to the cues of a conductor. 3PR Use the head voice to produce a light, clear 1RE Compare and discuss the use of similarlynamed elements (e.g. form, line, rhythm) in music and other art forms. Activities and Field Experiences Cleveland Orchestra, Cleveland Music School Settlement Common Core Unit 3: Creative, Inventive, & Notable People Students will at an appropriate developmental level: Sing and play instruments, focusing on how musical elements such as tempo, beats, rhythm, pitch, form, harmony, timbre create meaning. Listen to and perform a wide variety of music from multiple cultures focusing on the historical and cultural significance of the works Identify and classify voices, musical instruments, roles, and careers of musicians Relate historical information from the study of music to other art forms and disciplines outside the arts Develop criteria to evaluate solo and group performances of music Describe positive qualities of others Recognize the differences in various cultural traditions. Follow classroom & school rules. Reading for Literature (RL) Standard Statement 7: Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story. Standard Statement 9: Compare and contrast the themes, settings, and plots of stories by the same author about the same or similar characters. Reading for Informational Text (RI) Standard Statement 7: Use information gained from illustrations and the words in a text to demonstrate understanding of the text. Ohio Achievement Assessment Benchmarks (OAA) -Number, Number Sense and Operations -Patterns, Functions and Algebra HIS 1. Events in local history can be shown on timelines organized by years, decades and centuries. HIS 3. Local communities change over time. 14
SUBJECT: MUSIC GRADE: 3 3 RD QUARTER 5CE Identify elements of music using developmentally appropriate vocabulary. 4PR Play a variety of classroom instruments with proper technique. 6PR Improvise and compose simple rhythmic and melodic phrases. 3RE Explain personal preferences for specific musical selections using music vocabulary. 5RE Analyze music in terms of how it communicates words, feelings, moods or images. Activities and Field Experiences Arts Is Education, Rock and Roll Hall of Fame and Museum, Cleveland Orchestra, Music School Settlement, House of Blues, Broadway School of Music Common Core Unit 4: The People, The Preamble, and the Presidents Students will at an appropriate developmental level: Sing and play instruments, focusing on how musical elements such as tempo, beats, rhythm, pitch, form, harmony, timbre create meaning. Listen to and perform a wide variety of music from multiple cultures focusing on the historical and cultural significance of the works Identify and classify voices, musical instruments, roles, and careers of musicians Relate historical information from the study of music to other art forms and disciplines outside the arts Develop criteria to evaluate solo and group performances of music Show capacity to care about others (e.g. give compliments) Follow classroom & school rules. Reading for Literature (RL) Standard Statement 2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Standard Statement 6: Distinguish their own point of view from that of the narrator or those of the characters. Reading for Informational Text (RI) Standard Statement 3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence and cause/effect. Speaking and Listening (SL) Standard Statement 1: Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others ideas and understanding in light of the discussion. Number and Operations- Fractions (NF) -Develop understanding of fractions as numbers. Measurement and Data (MD) -Represent and interpret data. SCIENCE Physical Science Content Statement: Heat, electrical energy, light, sound and magnetic energy are forms of energy. GEO 4. Physical and political maps have distinctive characteristics and purposes. Places can be located on a map by using the title, key, alphanumeric grid and cardinal directions. GEO 8. Communities may include diverse cultural groups. 15
SUBJECT: MUSIC GRADE: 3 4 TH QUARTER 4CE Identify and respond to simple music forms (e.g., AB, ABA). 6CE Identify careers in music including composing, performing and conducting 7PR Read, write and perform using sixteenth, eighth, quarter and half notes and quarter rests in 2/4, 3/4 and 4/4 meter. 8PR Read, write and perform extended pentatonic (do -la-sol-mi-re-do) melodies on the treble staff in G, F, and C using a system 2RE Notice and describe what they hear in selected pieces of music and compare their responses to those of others. 7RE Create criteria and use it to critique their own performances and the performances of others. Activities and Field Experiences House of Blues, All-City Arts Festival: Rock Your World, Rock and Roll Hall of Fame and Museum, Cleveland Orchestra, All City Musical Common Core Unit 2: Inspired by the Sea Students will at an appropriate developmental level: Sing and play instruments, focusing on how musical elements such as tempo, beats, rhythm, pitch, form, harmony, timbre create meaning. Listen to and perform a wide variety of music from multiple cultures focusing on the historical and cultural significance of the works Identify and classify voices, musical instruments, roles, and careers of musicians Relate historical information from the study of music to other art forms and disciplines outside the arts Develop criteria to evaluate solo and group performances of music Ask others to join groups or play Follow classroom & school rules. Reading for Informational Text (RI) Standard Statement 6: Distinguish their own point of view from that of the author of a text. Speaking and Listening (SL) Standard Statement 5: Create engaging audio recordings of stories of poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. Operations and Algebraic Thinking (OA) -Represent and solve problems involving multiplication and division. -Understand properties of multiplication and the relationship between multiplication and division. ECO 15- Both positive and negative incentives affect people s choices and behaviors 16
SUBJECT: MUSIC GRADE: 4 1 ST QUARTER 1CE Classify instruments by the four families of the orchestra. 2CE Describe the way sound is produced by various instruments and the human voice. Producing Performing (PR) 4PR Sing, move and respond to music from world cultures and different composers. 8PR Demonstrate appropriate audience etiquette at live performances. Responding and Reflecting (RE) 2RE Describe the connection between emotion and music in selected musical works. Activities and Field Experiences: Great Lakes Science Center exhibit on Sound Common Core Unit 4: Revolutionaries from the Past Unit 5: Stories of the Earth and Sky Students will at an appropriate developmental level: Sing and play instruments, focusing on how musical elements such as tempo, beats, rhythm, pitch, form, harmony, timbre create meaning. Listen to and perform a wide variety of music from multiple cultures focusing on the historical and cultural significance of the works Identify and classify voices, musical instruments, roles, and careers of musicians Relate historical information from the study of music to other art forms and disciplines outside the arts Develop criteria to evaluate solo and group performances of music Describe positive qualities of others Follow classroom and school rules. Reading for Literature (RL) Key Ideas and Details Describe in depth a character, settings, or event in a story or drama, drawing on specific details in the text. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Reading for Foundational Skills (RF) Phonics and word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. Read with sufficient accuracy & fluency to support comprehension varying intonation & timing as appropriate for text. Language (L) Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases. Speaking and Listening (SL) Presentation of Knowledge and Ideas Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Operations and Algebraic Thinking (OA) Use the four operations with whole numbers to solve problems. Ohio Achievement Assessment Benchmarks (OAA) Number, Number Sense and Operations 1. Use a variety of methods and appropriate tools for computing with whole numbers. HIS 1. The order of significant events in Ohio and the United States can be shown on a timeline. HIS 3.. Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers and immigrants. 17
SUBJECT: MUSIC GRADE: 4 2 ND QUARTER 3CE Listen, identify and respond to music of different composers and world cultures. 4CE Discuss the lives and times of composers from various historical periods. 1PR Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others. 2PR Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture. 3RE Explain classification of musical instruments, voices, composers and forms using appropriate music vocabulary. 6RE Use constructive feedback to improve and refine musical performance and response. Activities and Field Experiences Cleveland Orchestra, Cleveland Music School Settlement, King Instrument Factory in Eastlake Common Core Unit 3: Animals are Characters Too, Characters who Gallop, Bark and Squeak Students will at an appropriate developmental level: Sing and play instruments, focusing on how musical elements such as tempo, beats, rhythm, pitch, form, harmony, timbre create meaning. Listen to and perform a wide variety of music from multiple cultures focusing on the historical and cultural significance of the works Identify and classify voices, musical instruments, roles, and careers of musicians Relate historical information from the study of music to other art forms and disciplines outside the arts Develop criteria to evaluate solo and group performances of music Recognize the differences in various cultural traditions. Follow classroom & school rules. Reading for Information (RI) Key Ideas and Details Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text. Craft and Structure Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. Integration of Knowledge and Ideas Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. Reading for Literature (RL) Key Ideas and Details Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text. Speaking and Listening (SL) Comprehension and Collaboration Engage effectively in a range of collaborative discussions with diverse partners, building on others ideas and expressing their own clearly. Reading for Foundational Skills (RF) Fluency Read with sufficient accuracy & fluency to support comprehension, varying intonation & timing as appropriate for text. Number and Operations-Fractions (NF) Extend understanding of fraction equivalence and ordering. Understand of multiple of a/b as a multiple of 1/b and use this understand to multiply a fraction by a whole number GOV 18. Laws can protect rights, provide benefits and assign responsibilities. GOV 20. A constitution is a written plan for government. Democratic constitutions provide the framework for government in Ohio & the United States. GEO 14. Ohio s location in the United States and its transportation systems continue to influence the movement of people, products & ideas. 18
SUBJECT: MUSIC GRADE: 4 3 RD QUARTER 5CE Identify and respond to basic music forms (e.g., AABA and rondo). 6CE Identify elements of music using developmentally appropriate vocabulary. 3PR Play a variety of classroom instruments with proper technique. 5PR Improvise and compose short compositions using a variety of classroom instruments and sound sources. 1RE Explain how the elements and subject matter of music connect with disciplines outside the arts. 5RE Interpret a selected musical work using dance, drama or visual art. Activities and Field Experiences Arts Is Education, Rock and Roll Hall of Fame and Museum, Cleveland Orchestra, Music School Settlement, House of Blues, Broadway School of Music Common Core Unit 2 Literature Settings: Weather or Not Students will at an appropriate developmental level: Sing and play instruments, focusing on how musical elements such as tempo, beats, rhythm, pitch, form, harmony, timbre create meaning. Listen to and perform a wide variety of music from multiple cultures focusing on the historical and cultural significance of the works Identify and classify voices, musical instruments, roles, and careers of musicians Relate historical information from the study of music to other art forms and disciplines outside the arts Develop criteria to evaluate solo and group performances of music Show capacity to care about others (e.g. give compliments) Follow classroom & school rules. Reading for Literature (RL) Craft and Structure Compare and contrast the point of view from which different stories are narrated, including the difference between first and third-person narrations. Language(L) Vocabulary Acquisitions and Use Demonstrate understanding of figurative language, word relationships, an nuances in word meanings. Ohio Achievement Assessment Benchmarks (OAA) Geometry Describe, identify, and model reflections, rotations, and translations, using physical materials. HIS 7. Sectional issues divided the United States after the War of 1812. Ohio played a key role in these issues, particularly with the antislavery movement and the Underground Railroad. HIS 8. Many technological innovations that originated in Ohio benefitted the United States. 19
SUBJECT: MUSIC GRADE: 4 4 TH QUARTER 7CE Describe the roles of musicians in various music settings. 8CE Describe the use of technology and digital tools in 6PR Read, write and perform using sixteenth through whole note values including syncopated rhythms in 2/4, 3/4 and 4/4 meter. 7PR Read, write and perform extended pentatonic melodies on the treble staff in G, F and C. 4RE Discuss the roles of musicians heard in various performance settings. Activities and Field Experiences House of Blues, All-City Arts Festival: Rock Your World and All City Musical Common Core Unit 1: Tales of the Heart Students will at an appropriate developmental level: Sing and play instruments, focusing on how musical elements such as tempo, beats, rhythm, pitch, form, harmony, timbre create meaning. Listen to and perform a wide variety of music from multiple cultures focusing on the historical and cultural significance of the works Identify and classify voices, musical instruments, roles, and careers of musicians Relate historical information from the study of music to other art forms and disciplines outside the arts Develop criteria to evaluate solo and group performances of music Ask others to join groups or play Follow classroom & school rules. Reading for Literature (RL) Craft and Structure Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology. Integration of Knowledge and Ideas Compare and contrast the treatment of similar themes and topics in stories, myths, & traditional literature from different cultures. Make connections between the text of a story or drama and a visual or oral presentation of the tex, identifying where each version reflects specific descriptions and directions in the text. Range of Reading and Complexity of Text By the end of the year, read and comprehend literature including stories, dramas, and poetry. Speaking and Listening (SL) Presentation of Knowledge and Ideas Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Operations and Algebraic Thinking (OA) Generate and analyze patterns Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Ohio Achievement Assessment Benchmarks (OAA) Patterns, Function and Algebra Use patterns to make predictions, identify relationships, and solve problems. GEO 13. The population of the United States has changed over time, becoming more divers. Ohio s population has become increasingly reflective of the cultural diversity of the United States. 20