Course/Grade Level Achievement Targets Worksheets Content Areas: Music Course/Grade Level: K-5

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1 Big Idea: Music can be produced in a ways. Essential Questions: What are the different ways our voices can make sound? What are other ways we can make sound? My voice can make many sounds. Instruments make a sounds. Standard 1 (Singing): sing, alone and with others, a varied repertoire of Standard 3 (Playing Instruments): play instruments, alone and with others, to perform a varied repertoire of know: identify and recognize a head tone singing voice and appropriate posture and breath support. identify and recognize a instrumental timbres and define correct playing techniques for a classroom instruments. identify and recognize qualities in vocal and instrumental analyze their head tone singing voice in order to evaluate the quality of sound. analyze instrument tone and playing technique in order to evaluate the quality of sound. analyze qualities of vocal and instrumental Targets What must students be able to do? How do they use knowledge and sing using head tone singing voice and appropriate posture and breath support. perform using correct playing techniques for a classroom instruments. utilize qualities with their voices and classroom instruments. produce a recording of their performances. write a review of their concerts.

2 Big Idea: An understanding of the elements and principles of music is essential to the creative process. Essential Questions: How do you create a melody? How do you create a rhythm within a given beat? A melody is made up of a pitches. A rhythm is made up of repeated and varied durations of sound. Standard 2 (Reading and Notation.): read music written in standard know: Targets What must students be able to do? How do they use knowledge and identify the symbols of melodic identify the symbols of rhythmic evaluate the music notation and analyze the relative pitch. evaluate the music notation and analyze the relative durations. read and perform a melody using standard read and perform a rhythm using standard write a melody using standard write a rhythm using standard

3 Big Idea: An understanding of the organizational elements and principles of music is essential to the creative process. Essential Questions: How is music organized? Music is organized into many forms. Standard 4. (Improvisation and Composition.): improvise, compose and arrange Standard 5. (Critical Response): describe and analyze their own music and the music of others using appropriate music vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation. know: Targets What must students be able to do? How do they use knowledge and recognize the structural elements of musical form. understand the correct terminology of musical form. compare and classify musical forms. analyze and recognize the structural elements of musical form. actively follow and label various parts of given musical forms. utilize correct terminology to describe musical form. represent musical form through movement, performance, and visual displays. compose an original piece of music using a given form.

4 Big Idea: The relationship of the arts and culture is mutually dependent; culture affects music and music reflects and preserves culture. Essential Questions: How does music affect culture and culture affect music? Music expands understanding of the world, its people and one s self. Standard 8 (Concepts of Style, Stylistic Influence, and Stylistic Change.): demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of art works from various historical periods, cultures, and genres. know: Targets What must students be able to do? How do they use knowledge and know that music varies from culture to culture. know that music varies from one historical time period to another. analyze and compare musical examples from various cultures. analyze and compare musical examples from various historical time periods. play and sing music from a cultures (including instruments from various cultures.) play and sing music from a historical time periods. perform or create works inspired by historical or cultural styles.

5 Big Idea: Aesthetic knowledge stimulates judgment and imagination to interpret, appreciate and extract meaning from the Through the critical process, students formulate judgments regarding qualities of Essential Questions: How do we describe the various qualities of music? Music has many qualities. Standard 5. (Critical Response): describe and analyze their own music and the music of others using appropriate music vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation. know: Targets What must students be able to do? How do they use knowledge and recognize the piece of understand the correct terminology describing the piece of compare and classify the piece of analyze and recognize the piece of actively follow and label various piece of music utilize correct terminology to describe piece of represent piece of music through movement, performance, and visual displays. compose an original piece of music using qualities.

6 Main Curriculum Grid K Melodic Skills Rhythmic Skills Vocal Technique Expressive Qualities Form High/Low, ascending/descending, Sol-Mi, same/different Steady Beat, fast/slow, quarter notes, eighth notes Develop the concept of head tone singing voice. Fast/Slow, Loud/Soft AB (same/different), story music 1 Sol-La-Mi Ostinatos, skips vs steps quarter notes, eighth notes, half notes, beat/rhythms Sings using head tone singing voice getting louder/getting softer, getting faster/getting slower ABA, verse/refrain, story music 2 sol-la-mi-re-do, rounds, high do/low do quarter notes, eighth notes, half notes, quarter rests, half rests Sings using head tone singing voice with appropriate focus and projection. use terms for piano, forte, mezzo-piano, mezzoforte, crescendo, decresendo Rounds, repeat signs 3 pentatonic scale, low sol, recorder reading of the treble clef with an octave range whole notes, dotted quarter followed by an eighth, dotted half Sings using head tone singing voice and appropriate posture and breath support. Staccato, legato, ritardando/accelerando Coda, solo, duet, trio, ensemble 4 do-re-mi-fa-sol, do-mi-soldo, la minor pentatonic sixteenth notes, 6/8 time Develops and uses concept of blended vocal timbres and dynamics while singing in a group. Fermata, accents, tempos (largo, moderato, allegro) Theme and Variation, Theme/Motif 5 major scale focus on ti, low ti syncopa, triplet, dotted eighth followed by sixteenth Sings using head voice songs in two or more parts. Sings using stylistically appropriate diction and vowel production. Follow qualities communicated by a conductor, ability to perform a piece using qualities without a conductor Rondo, DC al coda

7 Grades 3-5 Skills Task Melodic Skills Rhythmic Skills Student is unable to Recognizes, respond to or sing than the grade level melodic patterns as Student is unable to Recognizes, respond to or sing than the grade level rhythmic patterns as Vocal Technique Student is unable to use a head tone singing voice. Expressive Qualities Student is unable to demonstrate expression and style. Recognizes, responds to and sings less than 50% of the grade level melodic patterns as described in the Recognizes, responds to and sings less than 50% of the grade level rhythmic patterns as singing voice less than 50% of the time. Rarely demonstrates expression and style. Mostly recognizes, responds to and sings grade level melodic patterns as described in the Mostly recognizes, responds to and sings grade level rhythmic patterns as described in the singing voice most of the time. Usually performs with the expression and style that is indicated in the music or which is suggested by the instructor. independently recognizes, responds to and sings grade level melodic patterns as independently recognizes, responds to and sings grade level rhythmic patterns as singing voice consistently and independently. Performs with the expression and style that is indicated in the music or which is suggested by the instructor. echo sing, aurally recognize and sight read melodic patterns appropriate to their grade level. echo, aurally recognize and sight read rhythmic patterns appropriate to their grade level. Individually or in small groups, students will sing a song appropriate to their grade level. represent piece of music through movement, performance, or visual displays appropriate to their grade level. Form Student is unable to respond to the subject matter and /or elements heard in a work of Rarely responds to the subject matter and /or elements heard in a work of Usually responds to the subject matter and /or elements heard in a work of independently responds to the subject matter and or elements heard in a work of visually or kinesthetically represent the form of a grade level appropriate.

8 K-2 Skills Some of the time Most of the time All of the time Melodic Skills Recognizes, responds to and sings less than 50% of the grade level melodic patterns as Mostly recognizes, responds to and sings grade level melodic patterns as independently recognizes, responds to and sings grade level melodic patterns as Task echo sing, aurally recognize and sight read melodic patterns appropriate to their grade level. Rhythmic Skills Recognizes, responds to and sings less than 50% of the grade level rhythmic patterns as Mostly recognizes, responds to and sings grade level rhythmic patterns as independently recognizes, responds to and sings grade level rhythmic patterns as echo, aurally recognize and sight read rhythmic patterns appropriate to their grade level. Vocal Technique singing voice less than 50% of the time. singing voice most of the time. singing voice consistently and independently. Individually or in small groups, students will sing a song appropriate to their grade level. Expressive Qualities Rarely demonstrates expression and style. Usually performs with the expression and style that is indicated in the music or which is suggested by the instructor. Performs with the expression and style that is indicated in the music or which is suggested by the instructor. represent piece of music through movement, performance, or visual displays appropriate to their grade level. Form Rarely responds to the subject matter and /or elements heard in a work of Usually responds to the subject matter and /or elements heard in a work of independently responds to the subject matter and /or elements heard in a work of visually or kinesthetically represent the form of a grade level appropriate.