Standard set
Grade 1
Standards
Showing 75 of 75 standards.
R
RHYTHM
M
MELODY
H
HARMONY
F
FORM
E
EXPRESSION (tempo, dynamics, tone colour)
L
LISTENING
MOV
MOVING
S
SINGING
PI
PLAYING INSTRUMENTS
RW
READING AND WRITING
C
CREATING
R.1
Music may move to a steady beat.
R.2
Music may move evenly or unevenly.
R.3
Music is made up of long sounds, short sounds and silences.
R.4
There are strong and weak beats in music.
R.5
Long sounds, short sounds and silences may be grouped to form rhythm patterns.
M.1
Sounds may be high or low.
M.2
Sounds are also in the middle.
M.3
A sequence of sounds may move from low to high, high to low, or stay the same.
M.4
A melody is made up of sounds organized in patterns.
M.5
Melodies are based on scales: major, minor and pentatonic (5-tone).
H.1
Two or more sounds can occur simultaneously.
H.2
Melodies may be accompanied by harmony.
F.1
Music can be organized into sections––alike or different.
F.2
A section may be repeated (verse, chorus).
F.3
Music is organized into phrases.
E.1
The beat in music may be fast or slow (tempo).
E.2
Music may be soft (p) or loud (f), dynamics.
E.3
Music may express our feelings.
E.4
Musical instruments have different tonal qualities.
E.5
The human voice has different tonal qualities.
E.6
Music reflects our feelings about holidays, seasons, our country and cultural heritage.
E.7
The words of a song are very important to the understanding of the song (text).
L.1
Distinguish environmental sounds: school, home, weather, animals, machines.
L.2
Identify and compare sounds (musical and non-musical): high–low, loud–soft, short–long, slow–fast, up–down.
L.3
Distinguish voice sounds.
L.4
Distinguish among the sounds of common musical instruments.
L.5
Be an attentive member of an audience.
L.6
Understand and appreciate the effect of music that is high–low, loud–soft, short–long, slow–fast, up–down.
L.7
Be aware of and enjoy seasonal, holiday and ethnic music.
L.8
Follow a story told by music.
MOV.1
Mime animals, machines and other sounds.
MOV.2
Move to the beat in music through walking, running, hopping, galloping and skipping, as appropriate to the psychomotor development of the students.
MOV.3
Respond to beat through action and simple body percussion.
MOV.4
Perform simple action songs and singing games.
MOV.5
Improvise movement for high–low, loud–soft, short–long, slow–fast.
MOV.6
Respond to music through movement in an individual manner.
S.1
Distinguish between children’s speaking and singing voices.
S.2
Respond to tone matching and echo games.
S.3
Respond to so–mi hand signals.
S.4
Respond to hand signals for so–mi–la.
S.5
Sing, in tune, many rhythmic and melodic songs, singing games and action songs.
S.6
Experience singing alone and in a group.
S.7
Sing accurately in unison.
S.8
Respond appropriately and with confidence to a conductor’s signals.
PI.1
Explore the sound of various musical instruments.
PI.2
Play a steady beat using rhythm instruments.
PI.3
Discover that some instruments play low notes and some play high notes.
PI.4
Echo rhythm patterns.
PI.5
Accompany singing with appropriate body percussion and movement (beat, accent, rhythm patterns) and transfer these to instruments.
PI.6
Play rhythm instruments correctly.
PI.7
Accompany songs, stories and poems with appropriate instrumental effects.
PI.13
Demonstrate skills on as many as possible of the following instruments:
RW.1
Recognize “ta” and “ti–ti” rhythm patterns.
RW.2
Recognize the following rhythm patterns on large charts, and follow from left to right:
RW.3
Echo clap and chant written rhythm patterns.
RW.4
Draw “stick” rhythm patterns on paper.
RW.5
Respond to simple instrumental scores on large charts.
RW.6
Respond to hand signals and staff notation of “so–mi”, “so–mi–la”.
RW.7
Build “so–mi–la” patterns on a simple staff.
RW.8
Read repeat signs, p (soft) and f (loud).
C.1
Use suitable sound effects for poems and songs.
C.2
Use instruments to create sounds of high–low, loud–soft, slow–fast, short–long, up–down.
C.3
Create singing “conversations” (tone matching).
PI.13.a
Orff Instruments — through speech, rhythm, ear training and use of pentatonic scale, create own compositions.
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