Grades K-5 C O R R E L A T E D T O Virginia Beach City Public Schools General Music Standards Grades K-5
Introduction This document shows how, 2008 Edition meets the objectives of the Virginia Beach City Public Schools General Music Standards. Correlation page references are to the Teacher s Edition. Lessons in the Teacher s Edition contain facsimile pages of the Student Edition. Silver Burdett MAKING MUSIC is a balanced and comprehensive program that provides developmentally appropriate music learning activities for students in grades kindergarten through five. This sequential curriculum builds knowledge and skills within and across grade levels with standards-based content. The program provides support that allows teachers to plan and implement motivational lessons to engage all students. Student Editions Student Editions present an extensive repertoire of music from many sources that provide opportunities for singing, playing, moving, improvising, composing, reading, notating, and listening. Lesson features include instructional illustrations, parts for students to read and play, listening maps, information on music makers, and readable text. Background information links content to other curriculum areas. Big Book Big Books for Kindergarten, Grade 1, and Grade 2 present engaging lessons that provide many different music activities. These light-weight books with laminated pages can be used for interactive experiences with small group or classroom instruction. The Grade 1 and 2 Big Books are exact replicas of the Student Editions. Teacher s Edition The Teacher Editions present a consistent three-part plan for lessons at all grades. A two-part program at grades K-5 provides sequenced instruction for understanding musical elements and developing performance skills. An additional theme-based section of units is aligned with common themes from other curriculum areas. Audio CD Package Audio CDs feature recordings to support lessons with children s voices for modeling and adult voices for demonstrating expression, style, and cultural authenticity. Songs and listening selections are performed by professional musicians and are presented in a context specific to the origin of the music. Silver Burdett MAKING MUSIC includes tracks for stereo vocals, stereo performance, sung pronunciation practice, dance practice and performance, interviews, and assessments.
Table of Contents Kindergarten 1 Grade One 4 Grade Two 8 Grade Three 12 Grade Four 17 Grade Five 22 21 st Century Skills Grades K-5 27
to the Virginia Beach City Music Standards Kindergarten Virginia Beach Music Standards Kindergarten GENERAL MUSIC - KINDERGARTEN INSTRUCTIONAL STANDARDS AND ENABLING OBJECTIVES PERFORM K.1 Demonstrate singing songs and playing instruments (SOL K.1) 41, 45, 99, 150, 151, 160, 265, 304, 325 Whole class, individually and by groups 7, 21, 40, 68, 70, 82, 102, 120, 126, 150, 166, 176, 254, 282 Accompany songs and music with body percussion or classroom instruments 6, 14, 50, 52, 70, 82, 108, 110, 124, 130, 136, 150, 192 Imitate two pitch patterns (sol-mi) sung or played 6, 39, 46, 67, 70, 86, 105, 106, 133, 138, 229, 238 K.2 Demonstrate the difference between sound and silence (SOL K.2) 108, 136, 148, 178, 267, 281, 285, 306 Define steady beat as the pulse in music 11, 13, 38, 64-65, 422 Define steady beat as the pulse in selected nursery rhymes and literary examples K.3 Demonstrate the ability to follow musical directions (SOL K.3) Sing, move, or play instruments following an introduction Sing, move, or play instruments in response to beginnings and endings of music and chant Demonstrate steady beat in selected aural examples K.4 Demonstrate the ability to respond to music with movement (SOL K.4) 46, 62-63, 138-139, 184-185 6, 13, 19, 40, 50, 61, 77, 97, 122, 145, 155, 158, 176, 204, 219, 289, 300 13, 40, 50, 77, 97, 122, 155, 158, 176, 219, 300 49, 81, 155, 174, 190, 191, 257 51, 88, 150, 157, 185, 204, 214, 233, 287 13, 18, 34, 51, 99, 184, 187, 218, 232, 298 Match movement to rhythmic patterns 67, 108, 125, 146, 160, 164, 230, 266 Use large body movement 9, 14, 33, 61, 69, 92, 129, 176 Use movement to enhance music, stories, and poems. 5, 14, 21, 32, 49, 76-77, 100, 156, 176 1
Kindergarten Use movement and dance from different cultures 13, 37, 40, 50, 58, 97, 105, 130, 155, 182, 219, 314 K.5 Demonstrate a singing voice and a speaking voice (SOL K.5) Identify the four vocal channels; singing, speaking, shouting, and whispering 17, 27, 47, 49, 94, 103, 156, 281 4-5, 14, 26-27, 201, 207, 268, 278 Imitate the four vocal channels in aural examples 5, 14, 17, 21, 268, 278 Demonstrate high and low sounds using chant, song, movement, or instruments 16, 18-19, 20-21, 44-45, 47, 73, 119, 245 K. 6 Demonstrate steady beat (SOL K.6) 64, 67, 90, 91, 93, 268, 276 Demonstrate steady beat using movement, body percussion, or instruments Imitate simple rhythm patterns demonstrated by the teacher Demonstrate word rhythms using movement, body percussion, or instruments Match body movement to a continuing rhythm pattern Create rhythmic body movement in response to music, chant, and literary examples CREATE K. 7 Create music using a variety of music experiences (SOL K.7) Use instruments and body percussion as solo and accompanying instruments Create rhythmic body movement in response to music, chant, and literary examples Create dramatic responses to songs, stories, and poems INVESTIGATE K.8 Identify and demonstrate tempo and dynamic contrast (SOL K.7) 11, 25, 34, 67, 90, 106, 120, 185 11, 15, 20, 39, 43, 67, 194, 201, 267, 270, 280, 285, 293 65-67, 91, 99, 109, 183, 195, 196, 204, 221, 259 35, 36-37, 51, 91, 99, 109, 146 13, 45, 52, 67, 89, 92, 118, 138, 148, 184, 188, 205 55, 70, 143, 190, 203, 298, 311 35, 37, 40, 48, 83, 90, 95, 109, 131, 148, 163, 167, 207, 220, 257 13, 45, 52, 67, 89, 92, 118, 138,148, 205 16, 25, 33, 77, 78, 82, 94, 101, 106, 118, 144, 148, 152-153, 166, 203, 257 4, 21, 32, 60, 88, 116, 144, 180, 254 Demonstrate fast and slow music and movement 25, 43, 61, 63, 89, 230, 246, 294 Demonstrate loud and soft music using chant, song, and instruments The speed of the beat using chant, song, movement, body percussion, or instruments 5, 6-7, 32-33, 144-145, 176, 180, 254-255 25, 61, 89, 117, 146, 152, 230 2
Kindergarten K. 9 Identify examples of instrumental music (SOL K.9) Define instrumental music as music performed on instruments Identify classroom instruments by sight and sound, separate and together 107, 111, 134, 164, 218-219, 240, 253, 314 107, 111, 134, 164 42, 63, 68, 106, 107, 109, 134, 136, 138, 164, 200, 209, 215, 257, 329 K.10 Identify tone color 22-23, 47, 49, 106, 109, 135, 164, 282 Define vocal music as music performed with the singing voice Identify the differences between voices and instruments Identify the difference between men s, women s, and children s voices CONNECT K.11 Demonstrate respect for self, others, and equipment 4, 7, 111 7, 12, 111, 164, 223 22, 26, 47, 111 71, 79, 91, 121, 125, 159, 177, 187, 209 Make music alone and in a group 42-43, 74, 105, 118, 129, 159, 239 Demonstrate ability to listen to music, passively and actively Participate respectfully while making music by sharing, taking turns, listening and other ways of demonstrating citizenship K.12 Demonstrate an understanding between music and other disciplines Identify the existence of rhythmic patterns in basal sight words Identify an understanding that music involves reading musical notation and words Demonstrate an awareness that music can tell a story with or without text 100, 117, 123, 164-165, 240 71, 79, 125, 159, 165, 177, 187, 203, 209, 237 77, 133, 136, 235, 236 38, 67, 90, 178, 268, 307 38, 48, 64-65, 77, 96-97, 104-105, 150-151 136, 235, 236, 240-241, 253, 260-261 3
to the Virginia Beach City Music Standards Grade 1 Virginia Beach Music Standards Grade 1 GENERAL MUSIC - GRADE ONE INSTRUCTIONAL STANDARDS AND ENABLING OBJECTIVES PERFORM 1.1 The student will imitate melodic patterns using the third, fifth, and sixth degrees of the scale with characteristic vocal tone qualities. (SOL 1.1) Sing melodic patterns that contain sol, mi, la pitches. 66-67, 70-71, 106-108, 112, 113, 148, 151, 188, 224 8, 54, 96, 148, 150, 151, 152, 158, 184, 188, 190, 224, 226, 228-229, 355, 371 Sing a variety of songs individually and in groups. 6, 18, 48, 92, 130, 136, 148, 176, 184, 232,308,420 Develop a repertoire of songs. 18, 42, 60, 108, 176, 229, 322, 416-417, 444 Play pitched and non-pitched instruments. 13, 24, 48, 59, 91, 108, 116, 133, 143, 152, 260, 294, 351, 424, 426 1.2 The student will perform rhythm patterns comprised of quarter notes, paired eighth notes, and quarter rests from notation. (SOL 1.2) Chant notated rhythm patterns using rhythm syllables. Perform notated rhythm patterns comprising quarter notes, paired eighth notes, quarter rests, by singing, playing instruments, or using body percussion. 94, 95, 98, 116, 129, 132, 134, 177, 210, 212, 214, 346, 352, 408 54-55, 89, 96, 130, 135, 176, 214, 345 94, 95, 98, 116, 129, 132, 134, 177, 210, 212, 214, 346, 352, 408, 437 Relate rhythm patterns to notation. 51, 52-53, 54-55, 95, 129, 135, 354 Demonstrate melodic rhythm. 29, 48, 55, 98, 169, 184, 214, 258, 302, 346 Demonstrate word rhythms using movement, body percussion, or instruments. 1.3 The student will respond to music with movement. (SOL 1.3) 50, 55, 93, 97, 133, 325, 437 33, 133, 190, 202, 244, 303, 317, 399 Perform line and circle dances. 90, 182, 220, 316, 363, 374, 421, 437 4
Grade 1 Perform dances and games from various cultures. 32, 90, 126, 182, 316, 363, 374, 421, 437 Demonstrate locomotor and non-locomotor movements. 6, 27, 49, 56, 70, 155, 175, 178, 272, 286 Dramatize songs, stories, and poems. 23, 27, 29, 58, 68, 74, 98, 155, 166, 235, 291, 298, 323. 361, 439 CREATE 1.4 The student will employ creativity in a variety of music experiences. (SOL 1.4) 5, 11, 21, 27, 35, 79, 101, 166, 247, 251, 273, 354, 367, 400 Use classroom instruments, body percussion, and movement. 6, 58, 76, 87, 103, 117, 144, 156, 236, 270, 273, 348, 356 Use the voice in speech and song. 15, 20, 87, 98, 112, 134, 173, 186, 233 Dramatize songs, stories, and poems. 27, 30, 35, 68-69, 74, 79, 117, 118-119, 155, 235, 247, 256, 338 Create melodies to familiar nursery rhymes or chants. INVESTIGATE 1.5 The student will distinguish between melodic rhythms and steady beat by sight and sound. (SOL 1.5) Demonstrate steady beat while singing, using movement, body percussion, or instruments. Demonstrate melodic rhythm while singing, using body percussion, or instruments. Imitate simple movements emphasizing strong and weak beats. 1.6 The student will recognize when music has same and different sections in music and literary examples. (SOL 1.6) Recognize verse and refrain as two different sections of a song. 51, 124, 151, 189, 199, 224, 230, 254, 330 48, 51, 54, 55, 158, 169, 216, 258, 302, 346 8, 10-13, 14-17, 113, 145, 211, 217, 225, 247, 251, 315 14-17, 48-49, 53, 98-99, 169, 306 173, 175, 277, 425 32-33, 60-61, 136, 140, 142, 178, 180, 218, 222, 287, 300, 360, 385 136, 140, 142, 178, 222, 224, 253, 286-289, 300, 401, 432 Respond to beginnings and endings of phrases. 187, 193, 205, 214, 266, 282, 293, 313, 374, 391, 411 Respond to AB and ABA form using body percussion, movement, or instruments. 8-9, 142-145, 178, 218, 220, 222, 266, 416 5
Grade 1 1.7 The student will recognize when music changes from one section to a contrasting section. (SOL 1.7) Demonstrate changes in tempo: using the words fast and slow. Identify changes in dynamics using the words loud and soft. Demonstrate changes in dynamics using chant, song, instruments, or movement. 1.8 The student will identify register using the terms high and low. (SOL 1.8) 136, 140, 142, 178, 180, 218, 222, 287, 300, 360 124-127, 206-208, 380, 421, 440 4-5, 86, 165, 166-167, 206, 208, 308, 368, 438, 440 7, 86, 165, 166-167, 206, 208, 308, 368, 438, 440-441 22, 24, 65, 68, 70, 109, 147, 257 Perform high and low sounds using chant, song, or pitched instruments. Respond to high and low sounds through appropriate movement. Demonstrate melodic direction using chant, song, movement, or pitched instruments. 1.9 The student will identify pitched and non-pitched classroom instruments by sight and sound. (SOL 1.9) 22, 24, 65, 68, 70, 109, 147, 257 23, 25, 63, 68-69, 71, 147 30-31, 93, 98, 151, 152, 187, 192-193, 309, 354, 359, 369, 433 13, 59, 101, 115, 143, 147, 152, 156, 167, 175, 237, 325, 408 Identify piano, drum, shakers, wood blocks, triangle, and barred instruments through classroom use and instrumental examples. Respond to various orchestral families through selected listening examples. CONNECT 1.10 The student will identify accompanied and unaccompanied vocal music. (SOL 1.10) Perform simple accompaniments on pitched percussion instruments to accompany group singing. Student will sing unaccompanied and accompanied songs. 37, 59, 101, 115, 142-143, 147, 152, 156, 167, 272, 295, 325, 338-339, 345, 351, 410 29, 115, 117, 179, 254-255, 256, 293, 329, 405 2, 82, 296, 340, 158, 342, 102 78, 101, 105, 156, 234, 238, 343 9, 21, 96, 102, 105, 108, 141, 158, 215, 219, 296, 301, 319, 350, 387 Respond to various recorded examples. 389, 435, 442 6
Grade 1 1.11 The student will exhibit respect for the contribution of self and others in a music setting. (SOL 1.11) 6, 103, 125, 175, 207, 289, 328, 429, 446 Contribute to a group effort of making music. 92, 103, 119, 133, 156, 174, 199, 280, 347, 389 Contribute to a group effort of listening to music. 25, 96, 108, 115, 138,179, 195, 207, 235, 254, 293, 329, 402 Participate in music activities that involve sharing, taking turns, and other ways of demonstrating good citizenship. 1.12 The student will demonstrate an understanding of the relationship between music and the other disciplines. (SOL 1.12) 66, 125, 129, 156, 174, 185, 188, 215, 225, 230, 261 14, 18, 23, 26, 44, 84, 124, 140, 184, 186, 212, 228, 260, 270, 300, 336, 396, 432, 442 Participate in music activities that involve language arts, visual arts, mathematical concepts, historical information, cultural influences, geographic differences, and scientific concepts. 1.13 The student will identify various vocal timbres. 14, 18, 23, 26, 44, 84, 124, 140, 184, 186, 212, 228, 260, 270, 300, 336, 396, 432, 442 34-37, 64, 68, 111, 252, 327, 335, 367, 435 Distinguish between whispering, speaking, calling, and singing voices. Distinguish between singing voices of men, women, and children. 34-37, 64, 68, 327 111, 253, 335, 367 7
to the Virginia Beach City Music Standards Grade 2 Virginia Beach Music Standards Grade 2 GENERAL MUSIC - GRADE TWO INSTRUCTIONAL STANDARDS AND ENABLING OBJECTIVES PERFORM 2.1 The student will imitate melodic patterns comprised of the first, second, third, fifth, and sixth degrees of the scale with characteristic vocal tone quality. (SOL 2.1) 57, 26, 29-31, 55, 89, 99, 129, 135, 137, 175, 205, 217 Sing melodic patterns using the syllables do, re, mi, sol, and la. Perform melodic patterns sol-mi and sol-mi-la from notation. 57, 89, 99, 129, 135, 137, 175, 205, 217 26, 29-31, 55 Develop a repertoire of songs. 18, 60, 80, 122, 144, 178, 235, 308, 330, 351, 403 Sing a variety of songs, both individually, and in groups. 2.2 The student will perform rhythmic combinations comprised of half notes, quarter notes, paired eighth notes, and quarter rests from traditional notation while maintaining a steady beat. (SOL 2.2) Chant notated rhythm patterns using rhythm syllables. Perform notated rhythm patterns using instruments or body percussion. Perform simple ostinati using pitched and unpitched percussion instruments to accompany songs. Demonstrate word rhythms using movement, body percussion, or instruments. 2.3 The student will respond to music with movement. (SOL 2.3) 16, 21, 52, 60, 95, 127, 131, 165, 168, 177, 191, 200, 230, 248, 269, 336, 364, 396, 405 15, 120, 159, 160, 199, 236, 241, 251, 295, 333 17, 81, 82-83, 85, 121, 275, 301 13, 17, 22, 45, 47, 85, 143, 159, 173, 199, 241, 305 15, 35, 68, 71, 106, 109, 136, 143, 154, 183, 199, 214, 236, 313 10, 45, 68, 123, 132, 143, 157, 236, 295 9, 30, 33, 43, 49, 79, 167, 254, 312, 315 8
Grade 2 Perform line and circle dances. 43, 60, 87, 122, 171, 181, 245, 273, 283 Perform dances and games from various cultures. 30, 54, 181, 198, 247, 249, 270, 272 Demonstrate locomotor and non-locomotor movements. 117, 136, 155, 195, 197, 205, 287, 293, 395, 400 Dramatize interpretive movement. 33, 94, 191, 229, 313, 353 2.4 The student will read lyrics containing more than one verse and including words divided into syllables. (SOL 2.4) 122, 153, 164-165, 215, 244, 324-325, 358-359, 360, 398-399 Read successive verses under a staff. 56, 153, 197, 286, 302, 324, 342, 359 CREATE 2.5 The student will employ creativity in a variety of musical experiences. (SOL 2.5) 45, 84, 108, 132-133 145, 213, 217, 294, 303, 315 Create lyrics to familiar melodies. 214, 228, 262, 343, 380 Create new verses to a song. 30, 214, 228, 230-231, 343, 367, 380 Create accompaniments and ostinatos. 68, 107, 123, 133, 172, 195, 210, 218, 231, 236, 254, 308, 327, 389 Create music to enhance songs, stories, and poems. 62, 71, 131-132, 145, 180, 203, 216-219, 236, 261, 294, 315, 345, 353, 369 Create interpretive movement. 49, 126, 133, 213, 251, 269, 298, 371 INVESTIGATE 2.6 The student will identify two and three-part compositional forms using the terms AB and ABA. (SOL 2.6) 154, 167, 169 201, 247, 275, 330-331 Demonstrate an awareness of the AB and ABA 154, 167, 169, 201, 247, 330-331, 354, 383 forms using song, movement, instruments, or body percussion. Identify like and unlike melodic phrases. 52, 91, 97, 123, 165, 203, 261, 273, 331, 333 Define phrase as a complete musical sentence. 126-127, 164-165, 272-273, 324-325, 519 Demonstrate phrase structure of a simple fourphrase song. Demonstrate contrasting phrases using chant, song, movement, instruments, or body percussion. Respond to beginnings and endings of phrases in selected musical examples. 91, 126-127, 173, 324-325, 330-331, 333, 379 53, 91, 203, 273, 325 91, 126-127, 129, 170, 272, 327, 331, 333, 379 9
Grade 2 2.7 The student will recognize sudden and gradual changes in expressive qualities of music. (SOL 2.7) Respond to tempo changes using chant, song, movement, body percussion, or instruments. Identify gradual changes of dynamics using the terms softer or louder. Demonstrate gradual changes in dynamics using chant, song, instruments, or body percussion. Identify gradual changes in dynamics in selected recorded examples. 2.8 The student will identify selected orchestral and folk instruments by sight and sound. Identify violin, flute, trumpet, and bass drum by sight and sounds. Identify folk and the selected orchestral instruments by aural and visual examples. Identify the four orchestral families: strings, woodwind, brass, and percussion. 2.9 The student will identify notated melodic patterns which move upward. (SOL 2.9) Demonstrate notated melodic direction using song, movement, or instruments. Demonstrate melodic direction in selected aural examples. CONNECT 2.10 The student will exhibit respect for the contribution of self and others in a music setting. (SOL 2.10) Perform simple accompaniments on pitched instruments to accompany group singing. 6, 42, 78, 116, 152, 190, 232, 242 42, 55, 127, 209, 233, 403 6-7, 27, 117, 190-191, 243 6-7, 65, 117, 191, 243, 287, 323, 377, 403 7, 118, 119 89, 103, 121, 139, 141, 176, 179, 181, 276, 341 139, 141, 179, 181, 253, 390 64-65, 66-67, 103-105, 121, 138-139, 149-141, 176-177, 349 138-141, 146, 178-179, 180-181,184, 188, 420-425 25, 60-61, 63, 93, 263, 357 24-25, 95, 263, 385 63, 93, 265, 393 13, 84, 139, 175, 208, 219, 265, 280, 312, 339, 361 52, 106, 109, 130, 136, 154, 307, 309 Identify solo and ensemble performances. 107, 109, 117, 145, 243, 343 Contribute to a group effort of listening to music. 23, 51, 66-67, 91, 105, 175, 264, 279 Participate in music activities that involve sharing, taking turns, and other ways of demonstrating good citizenship. 13, 29, 100, 119, 170, 201, 219, 233, 261, 268, 275, 280, 299, 341. 361 10
Grade 2 2.11 The student will demonstrate an understanding of the relationship between music and other disciplines. (SOL 2.11) Participate in music activities that involve language arts, visual arts, mathematical concepts, historical information, cultural influences, geographic differences, and scientific concepts. 2.12 The student will imitate beat patterns reflecting duple and triple meter. Perform sets of beats grouped in two (strong-weak) and sets grouped in three (strong- weak-weak) 48, 60, 122, 138, 152, 212, 266, 278 32, 46, 48, 61, 79, 94, 98, 125, 138, 200, 268, 302, 340, 400 8, 92, 176, 245, 279, 375 84, 87, 193, 195, 197, 279, 285, 293, 386-387, 293 Relate simple movement to duple and triple meter. 87, 195-197, 245, 279, 281, 293, 379 2.13 The student will identify the staff, the treble clef, and the repeat sign. 21, 25-26, 27, 29, 137, 167, 199, 279, 383 Define the staff as five lines and four spaces. 21, 25, 27, 29, 137 Identify the treble clef by sight. 26, 28-29, 56-57, 98-99, 100-101, 170-171, 407, 409, 411, 413, 415, 417 Define and respond to the repeat sign. 167, 199, 279, 383 11
to the Virginia Beach City Music Standards Grade 3 Virginia Beach Music Standards Grade 3 GENERAL MUSIC GRADE THREE INSTRUCTIONAL STANDARDS AND ENABLING OBJECTIVES PERFORM 3.1 The student will imitate melodic patterns comprised of pitches within the range of an octave with characteristic vocal tone quality. (SOL 3.1) 15, 28, 60, 68, 69, 102, 106, 108, 140-141, 143, 147, 217, 339, 392, 405 Sing a variety of song literature. 18, 24, 53, 56, 78, 102, 152-153, 154, 164, 168, 214, 226, 272, 338, 352, 386, 392, 404, 412, 413 Sing the melodic patterns so-mi-la and mi-re-do. 15, 109, 219, 307 Sing melodies using the syllables do, re, mi, so, and la. Perform melodic patterns so-mi-la and mi-re-do from notation. Notate selected melodic patterns on the treble staff using the computer or by hand. 3.2 The student will perform rhythmic combinations of whole notes, half notes, quarter notes, paired eighth notes, and quarter rests from traditional notation while maintaining a steady beat. (SOL 3.2) Chant notated rhythm patterns using rhythm syllables. Perform notated rhythm patterns using instruments or body percussion. Improvise rhythm patterns while maintaining a steady beat. Perform simple ostinati using pitched and unpitched percussion instruments while singing. 30, 69, 103, 106, 142, 147, 179, 181, 183 15, 109, 219, 307 13, 31, 179, 221, 265, 285 11, 13, 17, 49, 57, 95, 98, 133, 164, 167, 205, 215, 253, 271, 296, 337. 359, 381, 383, 396 13, 17, 95, 129, 133, 167, 253, 271, 296, 381 11, 49, 57, 95, 98, 164, 205, 215, 271, 337, 359, 396 57, 243, 252, 388, 393, 397 49, 91, 95, 107, 240, 251, 253, 303, 329, 401 Notate rhythm patterns consisting of quarter notes, paired eighth notes, and quarter rests demonstrated by the teacher (rhythmic dictation). 31, 55, 91, 403, 420 12
Grade 3 3.3 The student will respond to music with movement. (SOL 3.3) 26, 59, 63, 65, 89, 117, 136, 152, 176, 255, 295, 315, 318, 387, 399, 415 Perform line and circle dances. 65, 169, 264, 272, 285, 293, 310, 313, 318, 319, 363 Perform dances and games from various cultures. 20, 25, 62, 70, 93, 125, 136, 143, 169, 205, 213, 261, 273, 279, 283, 285, 288, 293, 307, 312, 315, 319 Dramatize songs, stories, and poems. 10, 137, 146, 334, 344, 346-347, 352-353, 355, 357, 365, 369, 382 Perform interpretive movement. 65, 89, 176, 231, 245, 257, 342 3.4 The student will perform I and V (V7) chords to accompany a two-chord melody using classroom instruments. (SOL 3.4) 3.5 The student will identify duple and triple meter by sight (meter signature) and sound. (SOL 3.5) 41, 208, 226, 227-228, 231, 261, 329, 367, 387 131, 331, 356 Relate simple movement to duple and triple meter. 129, 131, 169, 170, 241, 297, 342, 395 Identify bar line, measure, and meter signature. 57, 131, 171, 207, 297, 305, 390, 415 Recognize strong and weak beats. 129, 131, 162, 171, 207, 245, 295, 297, 315 CREATE 3.6 The student will employ creativity in a variety of music experiences. (SOL 3.6) Create accompaniments and ostinato for songs and chants. 14, 92, 176, 193, 211, 335, 338, 341, 353 14, 41, 69, 95, 147, 231, 243, 252, 291, 311, 316, 337, 403 Create interpretive movement. 89, 226, 241, 255, 263, 344, 347, 395 Create lyrics to familiar melodies. 22, 75, 93, 94, 109, 230, 279 Create new verse to songs. 12, 75, 230, 356, 391 Improvise simple pentatonic melodies on barred instruments. INVESTIGATE 3.7 The student will identify two and three-part compositional forms using the terms AB, ABA, and AABA. (SOL 3.7) 31, 41, 53, 67, 69, 365 20, 134-135, 174-175, 280-281, 362, 401 13
Grade 3 Demonstrate an awareness of AB and ABA forms using song, movement, instruments, and body percussion. 21-22, 78, 96-97, 98, 135, 137, 167, 175-176, 283, 343, 363 Define and respond to D.C. al fine. 101, 135, 179, 212-213, 282, 401 Define and respond to the repeat sign. 19, 124-125, 147, 282, 369 3.8 The student will recognize music symbols within a composition and use music terminology to explain their functions. (SOL 3.8) 3.9 The student will explore the music of world cultures through song, dance, and movement. (SOL 3.9) 7, 51, 53, 87, 93, 97, 101, 116-117, 131, 171, 191, 200, 208, 354, 356 20, 54, 86, 113, 178, 208, 254, 273, 294, 304, 378 Study folk tales and musical settings of folk tales. 9, 86, 96-97, 251, 272, 283, 287, 334, 336, 352-353, 364-365 Listen to examples of instruments not traditionally found in bands or orchestras. 12, 16, 75, 137, 184, 223, 255, 271, 274, 291-292 400, 407 Interpret music through movement. 8, 21, 87, 98, 117, 131, 136, 226, 231, 245, 253, 273, 360, 379, 400 Perform traditional dances. 24, 63, 93, 106, 124, 169, 260, 272, 273, 278, 285, 286, 290, 294, 315 3.10 The student will identify the four orchestral families (strings, woodwinds, brass, percussion) from aural and visual examples. (SOL 3.10) Describe the characteristics of each orchestral family. Classify orchestral instruments according to their respective families. Identify the tone colors included in various orchestral and ensemble literature. 3.11 Identify notated melodic patterns which move upward, downward, or remain the same. (SOL 3.11) Demonstrate the melodic contour of a musical phrase. Demonstrate the melodic direction in aural examples. 38, 110-113, 148-151, 185, 186-189 38, 110-113, 148-151, 185, 186-189 38, 110-113, 148-151, 185, 186-189, 259 39, 67, 148-151, 184-185, 188-189, 356, 371, 379, 407 25, 26, 64, 144, 259, 337, 342, 366, 371, 377, 384, 390 25, 26, 66, 144, 259, 343, 355, 367, 371, 377, 385 19, 26, 44, 259, 311, 371 14
Grade 3 Identify the seven letters used for the musical alphabet. Associate and perform the alphabetical sequence both ascending (ABCDEFG) and descending (GFEDCBA), using pitched instruments. Improvise pentatonic melodies showing upward and downward directions. CONNECT 3.12 The student will exhibit respect for the contributions of self and others in a music setting. (SOL 3.12) 69, 70-71, 106-107, 219-221, 232, 253 24, 25, 26, 220 30-31, 53, 62, 66-67, 107, 331 63, 106, 189, 215, 259, 317, 347, 403 Contribute to a group effort of making music. 14, 27, 66, 117, 146-147, 148, 153, 329, 330, 346-347 Contribute to a group effort of listening to music. 19, 39, 51, 97, 134, 144, 149, 202, 255, 275 Participate in music activities that involve sharing, taking turns, and other ways of demonstrating good citizenship. 3.13 The student will demonstrate an understanding of the relationship between music and other disciplines. (SOL 3.13) Participate in activities that involve language arts, visual arts, mathematical concepts, historical information, cultural influences, geographic differences, and scientific concepts. 88, 103, 106, 117, 147, 155, 218, 255, 288, 312, 320, 340, 345 14, 24, 60, 72, 89, 110, 130, 170, 186, 254, 258 28, 30, 60, 100, 112, 130, 180, 192, 208, 260, 314, 334, 352, 408 3.14 The student will identify changes of tempo. 124-125, 126-127, 247, 255 Respond to tempo changes using chant, song, movement, body percussion, and instruments. 50-51, 126, 255, 309, 328, 398, 399 Identify and respond to a notated fermata. 61, 243, 291-292, 415 3.15 The student will identify the beginnings and endings of phrases. Demonstrate beginnings and endings of phrases through chant, song, movement, body percussion, and instruments. Identify like and unlike phrases in visual and aural examples. Identify the phrase structure of a simple four-phrase song. 24-26, 60-61, 276-277, 332-333 24-26, 60-61, 246-247, 276-277, 332-333 19, 60, 277, 333, 378 18, 93, 379, 413 15
Grade 3 3.16 The student will identify the following textures demonstrated through student performance: melody with no accompaniment, melody with accompaniment, and two or more melodies sounding at the same time. Perform in a two-part vocal ensemble (i.e., rounds, partner songs, or vocal ostinato). Perform simple accompaniments on pitched instruments to accompany group singing. 36-37, 76-77, 79, 95, 115, 116-117, 128, 152-153, 154-155, 192-193, 225, 226-227, 231, 386 36, 76-77, 95, 115, 116-117, 128, 152-153, 154-155, 193, 225, 226-227, 386 79, 116, 132, 139, 165, 209, 225, 229, 333, 387 Demonstrate unison singing with accompaniment. 37, 69, 192, 228, 285, 337, 386 Categorize various textures through aural examples. 3.17 The student will identify and define the following dynamic markings: piano (p), forte (f), crescendo, and diminuendo. Perform musical compositions in which the above dynamic symbols are observed and followed. Choose appropriate dynamics for selected music or literary examples. 79, 193, 309 6-7, 200, 202, 316 7-8, 103, 190-191, 201 79, 146, 162, 165, 202, 247, 346, 411 16
to the Virginia Beach City Music Standards Grade 4 Virginia Beach Music Standards Grade 4 GENERAL MUSIC - GRADE FOUR INSTRUCTIONAL STANDARDS AND ENABLING OBJECTIVES PERFORM 4.1 The student will sing within the range of an octave with characteristic vocal tone quality and with increasing accuracy. (SOL 4.1) Sing a variety of songs comprised of pitches within the range of an octave. Sing melodic patterns so-mi-la and mi-re-do with increasing accuracy. Sing melodies using the syllables do, re, mi, fa, so, and la with increasing accuracy. Perform melodic patterns from notation using the syllables do, re, mi, so, and la. Sing with accurate pitch emphasizing proper posture, correct diction, and a clear head tone. 4.2 The student will perform rhythmic combinations of whole notes, half notes, quarter notes, paired eighth notes, single eighth notes, whole rests, half rests, and quarter rests from traditional notation while maintaining a steady beat. (SOL 4.2) Chant notated rhythm patterns using rhythm syllables. Perform notated rhythm patterns using instruments or body percussion. Perform simple syncopated rhythm patterns using quarter notes and eighth notes. Improvise rhythm patterns while maintaining a steady beat. 13, 34, 84, 98, 128, 160, 174, 186, 203, 245, 264, 373 25, 33, 34, 56, 66, 96, 107, 132, 146, 152, 160, 172, 196, 210, 230, 261, 287 79, 105, 119, 264, 299, 326, 356, 391 25, 105, 109, 131, 139, 144-145, 146, 149, 152, 281, 313, 383 63, 79, 119, 275, 281, 369 7, 15, 23, 191, 216, 261, 269, 383, 404, 406, 420, 421 32, 34, 55, 93, 116, 122, 157, 183, 194-195, 224, 229, 267, 273, 301, 317, 332 94, 109, 136, 179, 181, 220, 229, 327 99, 107, 116, 122, 130, 137, 223, 357, 377 53, 55, 77, 180-181, 264, 386, 395 102, 273, 293, 314, 344, 358, 398 Perform simple ostinati using pitched and unpitched percussion instruments while singing. 77, 79, 115, 135, 223, 229, 273, 312 17
Grade 4 Notate rhythm patterns consisting of half notes, quarter notes, paired eighth notes, and quarter rests demonstrated by the teacher (rhythmic dictation). 35, 64, 107, 146, 221, 264 Identify and respond to a tie. 53, 55, 97, 260 4.3 The student will respond to music with movement. (SOL 4.3) 13, 90-91, 101, 112, 174, 231, 338, 346, 349, 364, 368, 398, 423 Perform interpretive movement. 175, 258, 273 Perform traditional folk dances and/or choreography. 135, 186, 230, 265, 278, 305, 317, 354, 384, 389, 391, 407, 413 Use body percussion. 2, 123, 163, 220, 224, 377 4.4 The student will employ creativity in a variety of music experiences. (SOL 4.4) 61, 123, 299, 364 Improvise simple rhythmic accompaniments.. 76, 182, 238 Improvise simple melodies in pentatonic, using instruments such as recorder and barred instruments. Create melodic or rhythmic motives to enhance literature using a variety of sound sources, including technology. Create interpretive movement, individually or in groups. CREATE 4.5 The student will identify two part (AB), three part (ABA), and rondo (ABACA) compositional forms. (SOL 4.5) Demonstrate an awareness of AB, ABA, and rondo forms using movement, instruments, and body percussion. 21, 62, 64, 105, 107, 143, 233 61, 143, 336 59, 61, 101, 118, 120, 142, 184, 227, 231, 237, 269, 335, 364 58-61, 101, 143, 182-185, 221, 302, 321, 330, 342, 344, 373 16-17, 61, 73, 101-103, 143, 183, 185, 304-305, 342 Perform introductions and codas with AB, ABA, and 21, 107, 261, 314, 360 rondo forms. Define and respond to D.C. al fine and repeat sign. 101, 136, 219, 373 INVESTIGATE 4.6 The student will identify and define the following dynamic markings: piano (p), pianissimo (pp), forte (f), fortissimo (ff), crescendo (<), and diminuendo (>). (SOL 4.6) 7, 268, 435 Perform musical compositions in which the above 6-7, 309, 391, 403, 405-408, 411 18
Grade 4 dynamic symbols are observed and followed. Choose appropriate dynamics for selected music or literary examples. 121, 130, 132 Identify and respond to a notated accent ( > ). 135, 211, 213 4.7 The student will identify instruments from various musical ensembles by sight and sound. (SOL 4.7) Identify and classify orchestral and band instruments according to their respective families. Identify the highest and lowest pitched instrument in each orchestral family by sound. 68-71, 72-75, 90, 137, 193, 298, 305, 311, 315, 336 68-71, 72-75, 90, 111, 154-155, 220, 294 73, 113, 466-471 Identify keyboard instruments. 232-233, 234-235 Identify classroom barred instruments such as glockenspiels, metallophones, and xylophones. Identify native folk instruments from various cultures. 4.8 The student will identify 2/4, ¾, and 4/4 meter signatures by sight and duple and triple meter by sound. (SOL 4.8) 140, 194-195, 229, 280, 281, 367 36, 40, 110-11, 137, 147, 154, 155, 175, 177, 190, 222-223, 285, 295, 297, 310, 340, 366 11, 15, 55, 57, 93, 173, 179, 214, 270-272, 329, 441 Perform rhythms in 2/4, 3/4, 4/4, and 6/8. 55, 93, 182-183, 214 Relate simple movement to meters in 2/4, 3/4, 4/4, and 6/8. Identify and define a bar line, measure, and meter signature. Choose note values to construct measures in 2/4, 3/4, and 4/4. Perform movements to simple folk dances in duple and triple meter. 4.9 The student will distinguish between major and minor tonality. (SOL 4.9) Identify major and minor tonalities through aural examples. 4.10 The student will use music terminology to describe various styles of music. (SOL 4.10) Place musical examples into broad categories of styles of music. 13, 15, 57, 59, 79, 173, 175, 215, 217, 329, 342, 375 55, 57, 98, 148, 177, 214, 217 57, 95, 109, 215, 433 15-16, 51, 135, 139, 230, 338, 343, 384 64-65, 233-234, 107, 237, 411-412 176, 177, 237, 411-413 27, 75, 91, 112, 128, 195, 267, 277, 365, 371, 389 26-29, 74-75, 91, 128, 195, 267, 277, 365 19
Grade 4 Identify a composer and a music composition from each of four different music historical periods. 4.11 The student will exhibit respect for the contributions of self and others in a music setting. (SOL 4.11) 23, 91, 111, 153, 295, 343 13, 57, 75, 93, 133, 136, 150, 183, 311, 364 Contribute to a group effort of making music. 34, 52, 79, 88, 97, 104, 115, 161, 183, 194, 223-224, 240, 349, 357, 364, 383 Contribute to a group effort of listening to music. 89, 117, 156, 185, 193, 224, 241, 299, 346, 355 Participate in music activities that involve sharing, taking turns, and other ways of demonstrating good citizenship. CONNECT 4.12 The student will demonstrate an understanding of the relationship between music and other disciplines. (SOL 4.12) Participate in music activities that involve language arts, visual arts, mathematical concepts, historical information, cultural influences, geographic differences, and scientific concepts. 4.13 The student will associate and perform the alphabetical sequence both ascending (ABCDEFG) and descending (GFEDCBA). Perform short diatonic melodic patterns written on the treble staff with barred instruments. Identify notated melodic patterns as consisting principally of steps, kips, or repeated tones. 4.14 The student will identify gradual changes of tempo. Respond with increasing accuracy to tempo changes using chant, song, movement, body percussion, or instruments. 6, 75, 93, 117, 133, 137, 184, 193,183, 265 348, 376, 396 14, 20, 26, 36, 38, 58, 62, 78, 104, 114, 120, 160, 176, 198, 212, 222, 266, 348, 370 37, 69, 104, 138, 178, 188, 212, 266, 338, 344, 396, 402, 422 149, 153, 189, 224, 437, 439 22, 78, 97, 149, 189, 333, 437 21, 128, 151-152, 201, 255-257, 346 49, 171, 184, 223, 347, 377 50, 51, 171, 184, 223, 273 Identify and respond to accelerando and ritardando. 141, 222-223, 377, 381, 510 4.15 The student will recognize phrase structure. 89-90, 112, 141, 152, 263, 272, 342, 356 Identify the phrase structure of a four-phrase song. 152, 159, 272 Identify like and unlike phrases in visual and aural examples. 141, 263, 284, 287, 311 20
Grade 4 Demonstrate phrasing through movement. 89-90, 112, 152, 153, 263, 273, 342 4.16 The student will identify the following textures: melody with no accompaniment, melody with chordal accompaniment, and two or more melodies sound simultaneously. Perform in a two-part vocal ensemble; i.e., rounds, partner songs, descants, or vocal ostinato. Perform simple two chord (I-V, or V7) accompaniments on pitched instruments to accompany group singing. Demonstrate unison singing without accompaniment. Categorize various textures through aural examples. 89, 114-115, 159, 210, 217, 348, 370, 389, 424-427 77, 119, 159, 80, 89, 96, 114-115, 149, 159, 160, 196-197, 199, 217, 236, 245, 306 94, 119, 147, 163, 198, 201, 214, 275 80, 89, 159, 196, 237, 348, 411 38, 41, 115, 120, 161 21
to the Virginia Beach City Music Standards Grade 5 Virginia Beach Music Standards Grade 5 GENERAL MUSIC - GRADE FIVE INSTRUCTIONAL STANDARDS AND ENABLING OBJECTIVES PERFORM 5.1 The student will imitate melodic patterns in tune with characteristic vocal tone quality and with increasing accuracy. (SOL 5.1) Sing a variety of song literature, alone and with others, emphasizing tone quality and intonation. Sing melodic patterns using the syllables do, re, mi, fa. so, la, and ti. Perform melodic patterns from notation using the syllables do, re, mi, fa, sol, and la. Demonstrate the following choral behaviors in group singing: proper posture, correct diction, clear head tone, and ability to follow a conductor. 5.2 The student will perform rhythmic combinations of whole notes, dotted half notes, half notes, quarter notes, paired eighth notes, grouped sixteenth notes, single eighth notes, whole rests, half rests, and quarter rests from traditional notation while maintaining a steady beat. (SOL 5.2) Chant notated rhythm patterns using rhythm syllables. Perform notated rhythm patterns using instruments or body percussion. Perform simple syncopated rhythm patterns using quarter notes and eighth notes. Improvise rhythm patterns while maintaining a steady beat. Perform simple ostinati using pitched and unpitched percussion instruments while singing. 23, 24, 149, 264, 441, 443 25, 34, 57, 62, 76, 86, 105, 158, 178, 188, 244, 272, 316, 340, 392, 471, 449 104, 106, 107, 140 26, 61, 62, 111, 244 28-29, 30-31, 37, 94, 130, 204, 382, 386, 419, 430, 439, 446, 467, 482 15, 55, 70, 98, 100, 133, 144, 150, 195, 306, 334, 465 13, 55, 139, 151 10, 20, 49, 55, 295 12, 15, 19, 257 11, 93, 128, 157, 428 11, 16, 33, 53, 141, 181, 350 22
Grade 5 Notate rhythm patterns consisting of whole notes, half notes, quarter notes, paired eighth notes, and quarter rests demonstrated by the teacher. 5.3 The student will respond to music with movement. (SOL 5.3) 13, 61, 445 13, 16, 93, 97, 186, 211, 220, 269, 289, 333, 350, 433, 484 Perform interpretive movement. 109, 170, 289, 436, 445 Perform dances and games from various cultures including traditional folk dances and/or choreography. 13, 54, 138, 160, 177, 219, 269, 299, 301, 309, 350, 428 Use body percussion. 10, 21, 51, 92, 136, 174, 179, 182, 219, 294, 297 CREATE 5.4 The student will employ creativity in a variety of music experiences. 17, 21, 34, 73, 113, 128, 171, 185, 224, 422 Create movement to music. 16, 33, 136, 182, 186, 379, 423, 445 Create non-traditional notation. 9, 142, 153, 375 Improvise melodies on barred instruments and/or recorder. INVESTIGATE 5.5 The student will identify and explain the following compositional forms: two part (AB), three part (ABA), rondo (ABACA), and theme and variations. (SOL 5.5) Demonstrate an awareness of AB, ABA, rondo, and theme and variation forms using movement, instruments, and body percussion. Perform introductions and codas with AB, ABA, rondo, and theme and variations. Define and respond to D.C al fine, repeat sign, and first and second endings. 5.6 The student will use music terminology to describe music performances and compositions. (SOL 5.6) Identify music symbols within a music composition and explain their functions. 21, 112, 113, 185, 224, 226, 323 56, 65-66, 100-101, 103, 142-145, 184-187, 341, 378-379, 418, 426, 470 57, 100, 143, 144, 145, 341, 379, 420, 428, 433 45, 70, 201, 411, 475 151, 152, 171, 379, 414-417, 438, 441 33, 66, 131, 157, 183, 307, 317, 389, 429, 449, 459, 479 126-127, 172, 313, 411, 414 23
Grade 5 5.7 The student will identify instruments from various musical ensembles by sight and sound. (SOL 5.7) Identify and classify orchestral and band instruments according to their respective families. Identify the highest and lowest pitched instrument in each orchestral family by sound. 51, 64-66, 89, 112-113 131, 156-157, 186, 196-199, 297, 311, 342, 384 64-65, 89, 113, 154, 186, 319, 342 88-89, 113, 186, 311-312, 514-519 Identify keyboard instruments. 197, 236-237, 238-239 Identify classroom barred instruments such as glockenspiels, metallophones, and xylophones. Identify native folk instruments from various cultures. 5.8 The student will identify 2/4, 3/4, 4/4, and 6/8 meter signatures by sight and duple and triple meter by sound. (SOL 5.8) Perform notated rhythms in 2/4, 3/4, 4/4, 5/4, and 6/8. Relate simple movement to meter in 2/4, 3/4, 4/4, 5/4, and 6/8. Identify and define a bar line, measure, and meter signature. Identify the bottom number of the meter signature as determining the kind of note that gets one beat. Choose note values to construct measures in 2/4, 3/4, and 4/4. Perform movements to simple folk dances in duple and triple meter. 5.9 The student will place music examples into broad categories of style. (SOL 5.9) Use music terminology to compare and contrast a variety of music styles. Explore how music style contributes to the quality and enjoyment of musical selections. 16, 70, 135 51, 66, 112, 131, 150-151, 153, 196, 261, 297, 310, 384, 440, 479 10, 50-51, 90, 176, 179 34, 53, 91, 95, 199, 221, 57, 91, 131, 180, 181, 183, 218, 221 10, 15, 69, 91, 179, 181, 221, 344 10, 91, 175, 179 13, 55, 96, 98, 137, 139 54, 93, 160, 176, 269, 299, 428 21, 79, 101, 155, 200, 214, 225, 268, 340, 348, 352-355, 384, 439 9, 70, 73, 111, 128-131, 154-157, 201, 204, 213, 224-227, 256-257, 264-265, 470-471 49, 63, 67, 129, 200, 341, 356-357, 396, 475 24
Grade 5 Explore and perform a variety of music styles. 14, 22, 36, 44, 76, 105, 128, 190, 205, 212, 333, 340, 354, 361, 390 Identify notable characteristics of the music of 14, 18, 32, 67, 129, 133, 141, 150, 219, 241, world cultures. 298, 322, 411, 441, 460 Identify a composer and one music composition from each of four different music historical periods. CONNECT 5.10 The student will exhibit respect for the contributions of self and others in a music setting. (SOL 5.10) 59, 105, 111, 113, 145, 185, 235, 312 47, 131, 157, 181, 214, 303, 325, 338, 363, 387 Contribute to a group effort of making music. 183, 307, 317, 343, 429, 449, 475, 479, 485 Contribute to a group effort of listening to music. 35, 89, 130, 153, 173, 186, 196, 236-237, 275, 296, 310-311, 342 Participate in music activities that involve sharing, taking turns, and other ways of demonstrating good citizenship. 5.11 The student will demonstrate an understanding of the relationship between music and other disciplines. (SOL 5.11) Participate in activities that involve language arts, visual arts, mathematical concepts, historical information, cultural influences, geographic differences, and scientific concepts. 5.12 The student will notate and perform melodic patterns written on the treble staff. Identify letter names of the lines and spaces on the treble staff. Identify and perform notated melodic patterns as consisting principally of steps, skips, or repeated tones. Create melodic patterns through traditional notation and computer technology. Compose simple songs through traditional notation and/or using computer technology. 5.13 The student will analyze the phrase structure of various complex songs. 21, 47, 66, 88, 157, 242, 338, 379, 387, 438 26, 32, 52, 57, 101, 146, 222, 273, 378, 396, 403, 414, 424, 434 6, 50, 60, 106, 136, 150, 218, 238, 308, 348, 368, 434, 462 26, 53, 61, 133, 147, 149, 189, 191, 353 61, 133, 147 26, 147, 191 53, 149, 189, 353 59, 63, 103, 177, 235, 375 134, 145, 153, 191 25
Grade 5 5.14 The student will identify and define tempo and tempo changes. Respond to tempo and tempo changes using chant, solo, movement, body percussion, or instruments. Identify and respond to accelerando and ritardando. 65, 301, 321, 351, 369, 435, 451, 482 301, 321, 351 269, 321, 404, 425 Choose appropriate tempo for selected music. 157, 403, 449 Demonstrate an awareness of tempo terminology such as largo, andante, moderato, allegro, and presto as found in selected music. 5.15 The student will identify the following textures: melody with no accompaniment (monophonic), melody with chordal accompaniment (homophonic), and two or more melodies sounding simultaneously (polyphonic) Perform in two-part vocal ensemble; i.e., rounds, partner songs, descants, or vocal ostinato. Perform simple three chord (I, IV,V7) accompaniments on pitched instruments. Categorize various textures through aural examples. Identify major and minor tonalities through aural examples. 5.16 The student will identify and define the following dynamics markings: pianissimo (pp), piano (p), mezzo piano (mp), mezzo forte (mf), forte (f), fortissimo (ff), crescendo, and diminuendo. Perform musical compositions in which the above dynamics are observed and followed. Choose appropriate dynamics for selected music and literary examples. 145, 213, 435 34, 35, 37, 73, 78, 160 34, 38, 47, 68-71, 72-73, 75, 76-77, 118, 158, 160, 162 120, 131, 202, 205, 245, 299, 353, 465 33, 35, 55, 78-79 161, 188, 192, 263 6-9, 46-49, 89, 416, 431, 447 6-9, 49, 431-433, 447 9, 47, 87, 105, 130 Identify and respond to a notated accent ( > ). 87, 172, 295, 445-447 26
Grades K-5 21st Century Skills Critical and Creative Thinkers, Innovators and Problem Solvers Teacher Edition lesson plans and on-page Student Edition activities include key questions to assist students in developing critical thinking, problem solving, and creative/innovative thinking. These openended questions allow students to think in new ways about what they have experienced through music. The skills identified in Step 2 of every Lesson Plan (red words) include opportunities for the development of both content-based skills (Singing, Moving, Playing) and 21 st Century Skills (Creating, Analyzing). These teaching suggestions provide guidance for teachers as they incorporate 21 st Century Skills into their teaching of music. CT1 Critical Thinking K: 6, 72, 94, 188, 269 1: 75, 114, 228, 262, 342 2: 50, 78, 320, 342, 400, 3: 14, 30, 130, 223, 371, 400 4: 21, 48-49, 72, 171, 234 5: 20, 64, 160, 262, 470 CT2 Creative / Innovative Thinking K: 24, 32, 148, 156, 299 1: 18, 29, 35, 68, 75, 192 2: 46, 70, 78, 141, 172 3: 61, 109, 124, 137, 341, 347 4: 35, 61, 107, 212, 374 5: 16, 113, 128, 142, 171 CT3 Problem Solving K: 38, 68, 118, 150, 124, 1: 10, 302, 322, 342, 382 2: 18, 128, 244, 286, 366, 3: 29, 75, 186, 410, 277 4: 58, 100, 180, 226, 244 5: 45, 74, 111, 262, 308 Effective Communicators and Collaborators Lessons throughout the program allow students to communicate ideas through a variety of artistic media and forms including music skills (i.e., singing, moving) and non-music skills (i.e., writing, oral presentation). Lesson Assessments include opportunities for 27
Grades K-5 continued students to analyze, create, and evaluate as they develop a variety of effective communication skills. Music is a social art that allows students many opportunities to build their interpersonal and self-directional skills. Strategies in the Teachers Edition include activities that encourage teachers to allow students to work together within small and larger groups. Teacher Footnotes (Creating, Composing, Teacher to Teacher, etc.) include additional opportunities for students to work together on a variety of projects. Lesson Assessments also include activities for both individual and group performance-based assessment. These opportunities allow students to develop communication and collaboration within the music class that will extend beyond the walls of the classroom. EC1 Information Literacy K: 11, 97, 135, 151, 244 1: 18, 52, 85, 115, 312 2: 14, 69, 95, 235, 334 3: 58, 79, 169, 189, 363 4: 29, 68, 101, 163, 373 5: 15, 67, 143, 307, 314 EC2 Listening K: 25, 42, 65, 126, 291 1: 13, 47, 99, 206, 236 2: 23, 63, 105, 213, 331 3: 19, 26, 104, 184, 389 4: 17, 51, 93, 225, 365 5: 46, 67, 108, 145, 342 EC3 Collaboration K: 116, 150, 219, 227, 232 1: 14, 97, 267, 299, 331 2: 34, 44, 125, 267, 318 3: 36, 88, 146, 218, 382 4: 15, 78, 133, 183, 364 5: 39, 55, 66, 139, 423 EC4 Communication K: 2, 6, 94, 86, 199 1: 12, 72, 259, 303, 355 2: 51, 82, 90, 200, 226 3: 50, 133, 146, 350, 365 4: 27, 89, 107, 143, 385 5: 31, 89, 205, 301, 363, 28