National Standard/Power Benchmark 1: Singing alone and with others, a varied repertoire of music a. Sings a variety of simple Crescendo Demonstrates meters of 2 and 3 Textbook songs in various keys, Decrescendo Demonstrates high and low meters, genres and styles Time signature Demonstrates dynamics alone and with a group, (meter signature) Demonstrates tempo Classroom Instrument becoming increasingly Fermata Demonstrates steady beat aware of rhythm and pitch Dynamics Demonstrates appropriate phrasing b. Sings expressively using Tempo Sings unison songs with good town quality dynamics, phrasing and Pitch and intonation in pentatonic key of D major maintains a steady beat Melody Sings partner songs with good tone quality c. Performs by responding to Posture and intonation conductor/teacher cues Sing canons with good tone quality and intonation
National Standard/Power Benchmark 2: Perform on instruments alone and with others, and varied repertoire of music a. Uses instruments to Ostinato Plays expressively to show tempo, dynamics Textbook perform rhythmically, Steady beat and style melodically and Rhythm pattern Demonstrates step, leap, repeat Classroom instruments harmonically Repeat Performs accompaniments using body Note percussion and/or classroom instruments Rest Step Leap Accompaniment
National Standard/Power Benchmark 3: Improvising melodies, variations and accompaniments a. Improvises simple ostinati Improvise Adds sound effects to songs, stories and/or Storybooks (ie. Max b. Improvises rhythmic and Sound effects poems Found Two Sticks ) melodic patterns in Sound source Explores range of sound possibilities with Classroom instruments response to teacher s objects, voices, instruments and words Textbook pattern using classroom instruments and/or body percussion c. Improvises short sound pieces and accompaniments
National Standard/Power Benchmark 4: Composes and arranges within specific guidelines a. Composition grows from Textbook improvisation. See improvisation standards. Classroom instruments
National Standard/Power Benchmark 5: Reading and Notating Music a. Knows standard symbols Whole note Reads and performs simple rhythm patterns Textbook for rhythm (whole, half, Half note using known rhythms quarter, eighth notes & Whole rest Uses simple rhythmic dictation using quarter Classroom instrument rests) Measure note, quarter rest, eighth note, half note b. Knows standard note names Bar line Identifies absolute note names for treble clef staff (musical Staff Demonstrates loud/soft in response to notation alphabet) Space note Reads rhythmic notation in duple and triple c. Knows piano and forte Line note meters d. Understands duple and Treble clef triple meter Forte Meter Dotted half note
National Standard/Power Benchmark 6: Listening to, analyzing and describing music a. Identifies simple music Rondo Identifies AB, ABA and rondo form aurally and Textbooks forms when presented Band visually aurally and visually Orchestra Identifies orchestra, band, choir, solo, group Classroom Instrument b. Uses appropriate Choir Experiences instrument families terminology in explaining Solo music Duet c. Recognizes the four Trio orchestral families of Quartet instruments
National Standard/Power Benchmark 7: Evaluating music and music performances a. Discusses the quality of various music performances Quality Excellence Evaluates musical performance based on predetermined criteria Textbook Classroom Instrument
National Standard/Power Benchmark 8: Understands relationships between music, the other arts and disciplines outside the arts a. Identifies similarities and Repetition Identifies similarities and differences in the Textbooks differences between music Contrast meanings of common terms such as form, and other disciplines Pattern pattern, and contrast used in music and the Children s Literature b. Identifies ways in which Form visual arts Classroom Instrument music and other disciplines Identifies examples which connect music are interrelated subject matter to language arts, math and c. Experiences affective science qualities of various arts
Music Standard: Students will be able to understand, perform and value music. National Standard/Power Benchmark 9: Understanding music in relation to history and culture. a. Experiences aural examples Composer Describes in simple terms how elements of Textbooks of music from various Conductor music are used from various cultures of the cultures and historical Church world Children s Literature periods organist Identifies various uses of music in their daily Classroom Instrument b. Demonstrates appropriate Music teacher experiences and describes characteristics that audience behavior for the Arranger make certain music suitable for each use context and style of music Performer Demonstrates appropriate audience behavior performed Soloist Accompanist