By the end of Grade 3 students know and are able to:

By the end of Grade 5 students know and are able to do everything required in earlier grades and:

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:

Students who elect to take an advanced music class at the secondary level know and are able to do everything required in earlier grades and:

1. 3.1 Sing a simple melody with accurate pitch.

1.5.1 Sing independently and expressively.

1.8.1 Sing with technical accuracy and good breath control throughout their singing ranges.

1.12.1 Perform with technical accuracy and good breath control throughout their singing ranges.

Individual Singing Technique

1.5.2 Sing in an ensemble while following a conductor.

1.8.2 Sing a repertoire of vocal literature in small and large ensembles with expression, technical accuracy, and breath control.

1.12.2 Perform using correct intonation, diction, tone quality, and appropriate expressive qualities in small and large ensembles with and without a conductor.

Choral Singing Technique

1.3.3 Sing simple ostinati and two-part rounds such as Row, Row, Row Your Boat.

1.5.3 Sing descants, partner songs, and three-part rounds.

1.8.3 Sing choral literature written in two and three parts with and without accompaniment.

1.12.3 Perform choral literature written in three/four parts with and without accompaniment.

Independent Part Singing

1.3.4 Sing patriotic songs, folk songs, and multicultural selections.

1.5.4 Sing more complex patriotic songs, folk songs, and multicultural selections.

1.8.4 Sing music representing diverse genres and styles (e.g. Baroque, classical).

1.12.5 Perform music representing diverse genres and styles.

Variety of Repertoire

By the end of Grade 3 students know and are able to:

By the end of Grade 5 students know and are able to do everything required in earlier grades and:

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:

Students who elect to take an advanced music class at the secondary level know and are able to do everything required in previous grades and:

2.3.1 Play classroom instruments using proper technique.

2.5.1 Play rhythmic, melodic, and chordal patterns.

2.8.1 Play with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument.

2.12.1 Perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument.

Individual Playing Techniques

2.8.2 Play in large ensembles demonstrating appropriate ensemble technique while following a conductor.

2.12.2 Play in small and large ensembles demonstrating advanced ensemble technique.

Ensemble Playing Technique

2.8.3 Perform multiple-part ensemble literature.

2.12.3 Perform contrapuntal ensemble literature

Independent Part Playing

2.3.4 Accompany simple folk, traditional, and multicultural music.

2.5.4 Play or accompany folk, traditional, and multicultural music.

2.8.4 Play a varied repertoire of instrumental literature representing diverse genres and styles.

2.12.4 Perform a large and varied repertoire of instrumental literature representing diverse genres and styles.

Variety of Repertoire

By the end of Grade 3 students know and are able to:

By the end of Grade 5 students know and are able to do everything required in previous grades and:

Students who elect to take an advanced music class at the middle school level know and are able to do everything required in previous grades and:

Students who elect to take an advanced music class at the secondary level know and are able to do everything required in previous grades and:

3.3.1 Improvise short melodic and rhythmic patterns.

3.5.1 Improvise melodic and rhythmic patterns within the context of a musical phrase.

3.8.1 Improvise simple melodies.

3.12.1 Improvise complex melodies in a given key.

Improvising Rhythms and Melodies

3.8.2 Improvise simple harmonies in a given key.

3.12.2 Improvise stylistically appropriate harmonies (e.g. 12-bar blues).

Improvising Harmonies

3.5.3 Improvise introductions and codas, B sections, and changing parts of the rondo.

3.8.3 Improvise melodic and rhythmic embellishments on given pentatonic melodies.

3.12.3 Improvise melodic and rhythmic variations on given pentatonic melodies and melodies in major keys.

Improvising Variations

By the end of Grade 3 students know and are able to:

By the end of Grade 5 students know and are able to do everything required in earlier grades and:

Students who elect to take an advanced music class at the middle school level know and are able to do everything required in earlier grades and:

Students who elect to take an advanced music class at the high school level know and are able to do everything required in earlier grades and:

4.3.1 Create music to interpret stories, rhymes, and poetry.

4.5.1 Create music to interpret readings or dramatizations.

Creating

4.3.2 Create short songs and instrumental pieces.

4.5.2 Create and perform songs and instrumental pieces.

4.8.2 Compose short pieces using the elements of music.

4.12.2 Compose music in several distinct styles using the elements of music.

Composing

4.3.3 Organize pieces using a variety of sound sources.

4.5.3 Organize and perform pieces using a variety of sound sources.

4.8.3 Arrange simple pieces for voices/instruments other than those for which the pieces were originally composed.

4.12.3 Arrange a two-part piece for voices/instruments other than those for which the pieces were originally composed.

Arranging

By the end of Grade 3 students know and are able to:

By the end of Grade 5 students know and are able to do everything required in earlier grades and:

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:

5.3.1 Read quarter notes, quarter rests and eighth notes in duple meter.

5.5.1 Read whole, half, dotted half, quarter and eighth notes and rests in duple and triple meter.

5.8.1 Read whole, half, quarter, eighth, sixteenth, and dotted notes, and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures.

5.12.1 Read complex rhythms in all meters within the context of the repertoire.

Rhythmic Reading

5.3.2 Read melodic patterns using solfege, numbers and/or letters.

5.5.2 Read melodic patterns in the treble clef using solfege, numbers and/or letters.

5.8.2 Read simple melodies in the student's appropriate clef.

5.12.2 Read complex melodies within the context of the repertoire.

Melodic Reading

5.3.3 Use simple music symbols (e.g. fermata, repeat signs, and double bar lines).

5.5.3 Use complex music symbols (e.g. dynamics, tempo).

5.8.3 Apply music symbols to the repertoire.

5.12.3 Apply standard and nonstandard music symbols within the context of the repertoire.

Musical Symbols

5.5.4 Sight read rhythmic and melodic patterns.

5.8.4 Sight read in unison with technical accuracy and expression.

5.12.4 Sight read in parts with technical accuracy and expression.

Sight Reading

5.3.5 Notate simple rhythmic and melodic patterns (e.g. icons, manipulatives).

5.5.5 Notate simple rhythm and melody using standard symbols.

5.8.5 Notate simple musical phrases using standard symbols.

5.12.5 Notate musical phrases using standard and nonstandard symbols (e.g. used by some 20th century composers).

Notating

By the end of Grade 3 students know and are able to:

By the end of Grade 5 students know and are able to do everything required in earlier grades and:

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:

Students who elect to take an advanced music class at the secondary level know and are able to do everything required in earlier grades and:

6.3.1 Identify simple elements of music.

6.5.1 Compare and contrast simple elements of music when presented aurally.

6.8.1 Apply knowledge of the elements of music in aural examples.

6.12.1 Demonstrate extensive knowledge of the technical vocabulary of the elements of music in analyzing aural examples.

Analysis of Elements of Music and Performance

6.8.2 Describe the uses of the elements of music in aural examples representing diverse genres and cultures.

6.12.2 Analyze examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of the elements of music and expressive devices.

Analysis Within Cultural and Historical Context

By the end of Grade 3 students know and are able to:

By the end of Grade 5 students know and are able to do everything required in previous grades and

Students who elect to take a music class at the middle school level know and are able to do everything required in previous grades and

Students who elect to take an advanced music class at the high school level know and are able to do everything required in previous grades and:

7.3.1 Use criteria to evaluate performances and compositions.

7.5.1 Construct criteria using standard music vocabulary.

7.8.1 Develop musical criteria for evaluating the quality and effectiveness of performances and compositions.

7.12.1 Apply specific musical criteria for making informed critical evaluations of the quality and effectiveness of performance and compositions.

Developing Musical Criteria

7.3.2 Explain personal preferences for specific musical works and styles using simple musical vocabulary (e.g. loud/soft; high/low).

7.5.2 Explain personal preferences for specific musical works and styles using complex musical vocabulary (e.g. crescendo/decrescendo; rondo form).

7.8.2 Evaluate the quality of their own and others’ performances and compositions, justifying their opinions.

7.12.2 Apply specific musical criteria in evaluating their own music performances and those of similar or exemplary models.

Applying Musical Criteria

By the end of Grade 3 students know and are able to:

By the end of Grade 5 students know and are able to do everything required in earlier grades and:

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:

Students who elect to take an advanced music class at the secondary level know and are able to do everything required in earlier grades and:

8.8.1 Compare how the characteristics appropriate to each art form can be used to describe similar themes (e.g. motion, inspiration).

8.12.1 Compare how the characteristics appropriate to each art form can be used to describe similar themes and cite examples (e.g. emotion, intensity).

Commonalities Among the Arts

8.8.2 Compare concepts common to music and other disciplines outside the arts that are interrelated with those of music (e.g. the Underground Railroad and the use of spirituals for coded escape messages).

8.12.2 Analyze concepts common to music and other disciplines outside the arts (e.g. conflict resolution: English - "Romeo and Juliet"; History - The Civil War; Science - chemical reactions; Music- tension and release).

Commonalities Between the Arts and Other Disciplines

By the end of Grade 3 students know and are able to:

By the end of Grade 5 students know and are able to do everything required in earlier grades and:

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:

Students who elect to take an advanced music class at the secondary level know and are able to do everything required in earlier grades and:

9.3.1 Identify several styles of music from various cultures.

9.5.1 Identify by style aural examples from various historical periods, American musical history, and world cultures.

9.8.1 Describe distinguishing characteristics of representative styles from a variety of historical periods, American musical history, and world cultures.

9.12.1 Classify music examples by style, historical periods, American musical history, and world cultures.

Cultural and Historical Context

9.3.2 Identify various uses for music in daily experience.

9.5.2 Describe the role of musicians in various settings and cultures (e.g. performers, educators, critics, composers).

9.8.2 Compare and contrast the roles of musicians and the conditions under which they perform in several world cultures.

9.12.2 Describe various roles that musicians play and cite the achievements of representative individuals.

Role of Music and Musicians

By the end of Grade 3 students know and are able to:

By the end of Grade 5 students know and are able to do everything required in earlier grades and:

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:

Students who elect to take an advanced music class at the secondary level know and are able to do everything required in earlier grades and:

10.3.1 Using Grade 3 standards adopted for Physical Education, Content Standard 3.0, demonstrate an understanding of the standards.

10.5.1 Using Grade 5 standards adopted for Physical Education, Content Standard 3.0, demonstrate an understanding of the standards.

Dance/
Movement

(See Physical Education Content Standard 3.0)