Kindergarten

CONNECT: Explore and relate artistic ideas and works to past, present, and future societies and cultures. 

CREATE: Create and adapt new artistic ideas and work individually or collaboratively. 

PRESENT: Present, perform, produce, and develop artistic ideas and works. 

RESPOND: Analyze and evaluate how the arts communicate. 

Relate musical ideas and works with personal, societal, cultural, historical, and daily life contexts, including diverse and marginalized groups.

Explore advancements in the field of music. 

Create original musical ideas and works, independently and collaboratively. 

Adapt original musical ideas and works, and those of peers and other artists, independently and collaboratively. 

Perform music from a variety of styles, cultures, and genres.

Develop musical presentations.

Analyze musical works from a variety of styles, cultures, and genres including response through moving, singing, playing instruments, or content-specific vocabulary. 

Evaluate musical works using content-specific vocabulary. 

Identify the similarities and differences of music representing diverse global communities. 

Identify how music is used in school and in daily life. 

Describe how music is used in personal experiences. 

Identify the various roles of individuals that contribute to the creation and production of music, such as singers, instrumentalists, composers, conductors, etc.

Identify music that is created with technology tools. 

Improvise rhythmic patterns and 2-pitch melodic patterns. 

Notate 4-8 beats of original rhythmic ideas using iconic notation that incorporate grade-level appropriate rhythms.

Create soundscapes using a variety of traditional and non-traditional sound sources. 

Explain the difference between original and copied musical ideas or works. 

Improve musical skills by incorporating feedback from instructors.

Read iconic notation to sing or play melodic patterns with at least two pitches and rhythmic patterns with quarter note and beamed eighth pairs in a variety of meters.

Perform a steady beat in isolation and when singing or playing in unison.

Demonstrate opposites in tempos, form, texture, and dynamics.

Name the production elements needed to develop formal and informal performances. 

Identify appropriate audience and performer etiquette. 

Identify opposites in tempos, form, texture, and dynamics in aural or written musical works. 

Describe emotions evoked by a given musical work.

Identify a variety of instruments and vocal timbre types by sound, including sing, speak, whisper, and shout.

Describe personal preferences for musical works. 

Provide positive feedback for others.