Kindergarten - Second Grade (2010)

Singing

Instruments

Improvising and Composing

Reading and Notating Music

Listening, Analyzing, Describing, and Evaluating Music and Music Performances

Understanding Relationships between Music, Fine Arts, and Other Academic Disciplines 

Vocal pedagogy 

Speech, chant, and song repertoire 

Solfege syllables

Rhythmic syllables

Meter 

Vocal harmony

Instrumental pedagogy

Speech, chant, body percussion, and pitched and non-pitched percussion repertoire 

Meter and rhythmic imitation

Melodic and harmonic imitation 

Exploring and improvising

Composing and arranging

Reading and notating music

Listening, analyzing , and describing

Evaluating music and music performances

Music and fine arts

Music and other disciplines

Music culture and history 

participate in vocal warm-up exercises (e.g., breathing, vowels, tone placement, body alignment, diction)

demonstrate high/low melodic contour

produce sound using head voice and chest voice

sing with appropriate timbre, diction, and body alignment, maintaining a steady tempo

follow simple, basic conducting cues related to dynamics, phrasing, and interpretation

speak, chant, and sing expressively and accurately while following the conductor

sing, individually and in groups, a variety of musical styles, tempi, rhythms, pentatonic melodies, and tonal centers 

perform a varied repertoire (e.g., American folk songs, world folk songs, popular songs, nursery rhymes, poetry)

sing simple songs, responses, and refrains for seasonal liturgies

match and perform simple pitches (e.g., sol, mi, la and/or mi, re, do)

perform simple rhythm patterns with use of syllables (e.g., ta and ti-ti)

perform simple ostinati in duple and triple patterns

perform partner songs, canons, rounds, and vocal ostinati

demonstrate simple procedures for the care, management, and playing of instruments

model body placement relating to use of pitched and non-pitched percussion technique 

perform in ensembles expressively and accurately, blending timbres, dynamic levels, phrasing and interpretation while responding correctly to conducting cues

perform simple accompaniments: speech, chant, body percussion, bordun, rhythmic ostinati, tremolos, and glissandi

perform on instruments, in a group/individually, a variety of musical styles, rhythms, and tonal centers

perform on a wide assortment of standard, ethnic, and homemade instruments (e.g., xylophones, drums, and shakers)

perform using body percussion and/or instruments in a liturgical setting

recognize conducting patterns

echo simple rhythms with the use of syllables (e.g., ta and ti-ti for rhythm) 

play simple ostinato patterns

echo-sing melodic patterns using pitches with text, letter names, and solfege syllables

play melodic ostinati, canons, and rounds

explore musical instruments

invent “question” and “answer” phrases of a determined length 

improvise both rhythmic and melodic “question” and “answer” phrases

improvise simple rhythmic and melodic ostinato patterns

improvise to familiar melodies through movement 

compose short songs and instrumental pieces within given musical guidelines

use a variety of sound sources when composing music (e.g., body percussion, invented instruments)

compose rhythmic/melodic ostinatos

arrange simple original pieces for voices or instruments using a variety of forms (canon, round, binary, ternary, and rondo form)

use technology to collect and organize ideas, and compose musical pieces (e.g., finale)

represent musical elements through movement and graphic and standard notation

recognize, read, notate, and correctly perform music using graphic and standard notation for form, timbre, meter, rhythm, tonality, intervals, dynamics, tempo (fast and slow), and articulation 

use systems describing how music is similar or different (e.g., verse/refrain, binary, ternary)

recognize duple and triple meters ((2/4, 4/4, and 3/4)

apply and organize rhythm (eighth, quarter, half, and whole notes/rests)

use a system (i.e. syllables, numbers, or letters) to read simple pitch notation in treble clef

recognize melodic intervals (step, skip, leap, repeat)

practice reading and notating with technology (e.g., Music Ace Maestro)

respond through movement to musical and drama elements and styles

use appropriate music terminology to explain dynamics, tempi, articulation, and musical performances

identify simple music forms (e.g., call and response, binary, ternary) 

identify instrumental sounds and human voices 

compare and contrast similarities and differences between musical selections and performances 

use musical terminology, movement, and/or art to positively critique their own and others’ performances and compositions

evaluate the effectiveness of sets, music, costumes, light

compare and contrast the use of terms common to the various fine arts (e.g., line, color, pattern)

identify and describe relationships between the study of music and theatre, dance, opera, and visual art 

apply music principles to curricular areas (e.g., math: geometric shapes used in simple folk dancing; science: sound production related to vibrations) 

perform world songs, speech chants, poems, and rhymes in English and other languages

perform body percussion, hand clap games, jump rope rhymes, circle games, marches, and folk dances from a variety of world cultures

dramatize childhood stories and literature (e.g., Mother Goose, multicultural fables, and fairy tales)

compare and contrast how elements of music are used throughout the world

identify various uses of music within culture (e.g., lullaby, patriotic songs, work songs, religious hymns)

identify the role of musicians within a social structure (e.g., cantor, orchestral conductor, master drummer)

model appropriate audience behavior according to cultural etiquette