Grades 3-5

PERFORM

Create

Respond

Respond/Listen

Standard 1: Sing and play a varied repertoire of music

By the end of grade 5:

Standard 2: Read music from traditional and nontraditional notation

By the end of grade 5:

Standard 3: Analyze and evaluate own performances

By the end of grade 5:

Standard 4: Improvise melodies, variations, and accompaniments

By the end of grade 5:

Standard 5: Compose and arrange music using notation

By the end of grade 5:

Standard 6: Analyze and evaluate own creations

By the end of grade 5:

Standard 7: Understand the historical contributions and cultural dimensions of music

By the end of grade 5:

Standard 8: Understand relationships among the arts and disciplines outside the arts

By the end of grade 5:

Standard 9: Analyze, evaluate, and respond to varied musical repertoire and performances

By the end of grade 5

a. Sing or play ostinati, partner songs, canons, and simple two-part harmony

b. Demonstrate a steady beat and accuracy on age appropriate rhythm patterns when singing, speaking, and playing instruments in both small and large ensembles

c. Sing and play simple songs from the host country and large subgroups of the school population accurately and expressively (by imitation) with appropriate posture

d. Sing and play songs from a variety of historical periods and world cultures expressively with appropriate dynamics, phrasing, tone, diction, and posture

e. Perform simple harmonic accompaniments with appropriate phrasing, dynamics, and chordal sequence/structure

f. Demonstrate proper performance skills:

a. Read rhythmic and melodic patterns (e.g. sixteenth notes, dotted rhythms, diatonic scale, and letter names)

b. Identify, interpret, and use standard notation symbols for meter, pitch, rhythm, dynamics, tempo, articulation, and expression

c. Sight-read simple rhythms and melodies

a. Describe and critique musical performances using appropriate music terminology (e.g. intonation, balance, phrasing, dynamics) and criteria

b. Describe and reflect on performance etiquette (e.g. solo and ensemble stage presence)

a. Improvise phrases that include both rhythm and melody

b. Improvise a simple variation on a familiar melody (e.g. melodic embellishment, rhythmic alteration)

a. Compose and notate melodies using traditional notation

b. Arrange accompaniments to familiar songs (e.g. bass lines, chords)

c. Create and arrange short songs/ accompaniments to stories, poems, dramatizations and/or instrumental pieces using pitched and unpitched instruments

d. Read and play standard chord symbols on classroom instruments (e.g. I, IV, and V chords) to accompany a melody

a. Describe and critique own musical creations using appropriate music terminology and criteria

b. Compare own creations with the creations of other students using appropriate terminology and criteria

a. Compare and contrast characteristics of music from various time periods, cultures, and composers (e.g. Baroque style, programmatic music, instrumentation, folk songs)

b. Explain or demonstrate how music is used in various world cultures (including host country and subgroups of the student population)

c. Analyze the contributions and life histories of a variety of composers and musicians from different cultures and places

a. Compare how the elements of two or more art forms can be used to reflect similar events, scenes, emotions, or ideas (e.g., visual components of classical landscape painting and sound elements in Beethoven's Sixth Symphony)

b. Relate music elements and concepts to disciplines outside of the arts (e.g. science of sound, notes and division)

c. Reflect on personal musical involvement and possible lifetime paths in music

a. Identify and analyze, using music terminology, the use of forms (e.g. rondo, theme and variations) and musical elements (tonality, tempo, dynamics, timbre) in a variety of music

b. Visually and aurally identify major instruments of the orchestra and their sections

c. Aurally identify adult voices as soprano, alto, tenor and bass

d. Describe and critique others' musical performances and creations using appropriate music terminology (e.g. intonation, balance, phrasing, dynamics) and criteria

e. Demonstrate appropriate audience behavior for a variety of musical styles

- Respond to cues of a conductor (phrasing, dynamics, and style)

- Use performance etiquette appropriate to a variety of styles of performance