Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
Sing accurately using correct vowel shapes. Demonstrate proper singing posture.
Demonstrate the difference between head and chest voice. Demonstrate proper singing posture.
5th Grade
6th Grade
CC
Music Performance
Independent & Group Singing & Playing
Use speaking, singing, whispering & shouting voices.
Demonstrate head voice.
Use speaking, singing, whispering & shouting voices.
Sing consistently in head voice.
Demonstrate proper singing posture.
Demonstrate the difference between high and low
Perform in groups following cues of the conductor
Perform call and response
Perform in groups Perform in groups following cues of the following cues of the conductor using steady conductor using steady beat and matching beat
dynamics
Perform call and response
Echo sing and play a S-­‐M Echo sing & play S-­‐M-­‐L pattern
pattern Demonstrate Perform in groups characteristic timbre, Use dynamics and
following cues of the dynamics, and rhythmic Respond expressively to phrasing to conductor matching accuracy in time during conductor's cues in an communicate
tempo and dynamic group performance ensemble.
an interpretation of a changes
following the cues of the given style
conductor
Perform ostinati, rounds, canons, and partner songs
Perform simple harmonic songs Perform ostinati, including rounds, rounds, canons, partner canons, partner and 2-­‐
and 2-­‐ part songs
part songs
Sing and play ostinati
Perform ostinati and rounds, separately and at the same time
Sing accurately using pitches within a pentatonic scale Sing and play accurately Sing and play accurately Sing and play accurately using pitches within an using pitches within a using pitches within an extended octave (low pentatonic scale extended range (octave)
sol, low la, low ti)
Understand and identify Understand and identify the home tone in a "do" as the tonic
melody
hnical Performance
Demonstrate singing Demonstrate the skills using a singing difference between voice and match pitch in head and chest voice. an appropriate range Demonstrate proper utilizing proper posture, singing posture.
breath support, and
diction.
Demonstrate singing skills and
match pitch in an appropriate
range
Understand and identify Understand and perform Understand and perform incomplete and Understand and perform I, IV and V chord I, IV and V chord R1
complete phrases I and V chords
progressions
progressions
(cadence)
Technical Performance
Echo and perform the following rhythmic patterns using iconic notation: quarter note/ta, eighth note pairs/ti tI and quarter rest.
Echo and perform the following rhythmic patterns using iconic and standard notation: quarter note/ta, eighth note pairs/ti ti, quarter rest and half note/rest.
Echo and perform steady beat
Echo and perform steady beat
Echo and perform the following rhythmic patterns using the counting system Echo and perform the (students transitioning following rhythmic away from iconic patterns using standard notation): whole and iconic notation: note/rest, quarter whole note/rest, quarter note/rest, half note/rest, half note/rest, dotted half note/rest, eighth note note, eighth note/rest, pairs and dotted half sixteenth notes, note.
combinations of sixteenth and eighth note and dotted quarter note.
Echo and perform the following rhythmic patterns using standard notation and counting system only: whole note/rest, quarter note/rest, half Reinforcement of prior Reinforcement of prior note/rest, dotted half notation learning.
notation learning.
note, eighth note/rest, sixteenth note/rest, combinations of sixteenth and eighth notes, dotted quarter note, triplets and syncopation.
Identify and perform Demonstrate different Demonstrate Demonstrate ritardando and tempo markings of performance mastery of performance mastery of R4
accelerando.
allegro, andante, largo
all prior objectives
all prior objectives
Demonstrate dynamics Demonstrate dynamics Demonstrate dynamics using pp, p, mp, mf, f, ff, Demonstrate Demonstrate Demonstrate dynamics Demonstrate dynamics using pp, p, mp, mf, f, ff, using pp, p, mp, mf, f, ff, crescendo and performance mastery of performance mastery of R4
using p and f
using pp, p, f, and ff
crescendo and crescendo, decrescendo decrescendo, all prior objectives
all prior objectives
decrescendo
and diminuendo
diminuendo
Expressive Performance
Demonstrate fast and Demonstrate slow
understanding of tempo
Understand the association of beat with language accent.
Demonstrate fast and slow tempi
Demonstrate characteristic timbre, tempo, dynamics and phrasing to Demonstrate correct Demonstrate correct communicate an Demonstrate correct phrasing in performance phrasing in performance interpretation of a given phrasing in performance
style independently in group performance responding to cues of the conductor
Demonstrate Demonstrate Demonstrate understanding of the Demonstrate Demonstrate understanding of accent understanding of accent, different articulations performance mastery of performance mastery of and fermata
fermata, and slur
legato (slur), staccato (.) all prior objectives
all prior objectives
and marcato Repertoire
Perform and understand Perform and understand Perform and understand Perform and understand Perform and understand Perform and understand Perform and understand the cultural significance the cultural significance the cultural significance the cultural significance the cultural significance the cultural significance the cultural significance of a varied repertoire of of a varied repertoire of of a varied repertoire of of a varied repertoire of of a varied repertoire of of a varied repertoire of of a varied repertoire of songs including: songs including: songs including: songs including: songs including patriotic, song, including: songs patriotic, folk, patriotic, folk, seasonal, patriotic, folk, seasonal, patriotic, folk, seasonal, patriotic, folk, seasonal, folk, seasonal, spirituals, patriotic, folk, seasonal, seasonal, spirituals and spirituals and spirituals and spirituals and spirituals and multicultural and octavo spirituals, multicultural multicultural
multicultural
multicultural
multicultural
multicultural
format
and octavo format
R1, R2, R3, R4, R5, R6
Rhythmic Notation
Music Literacy
Read, write, sight-­‐read and dictate the following rhythmic patterns using iconic notation: quarter note/ta, eighth note pairs/ti ti and quarter rest
Read, write, sight-­‐read Read, write, sight-­‐read and dictate the and dictate the following rhythmic following rhythmic patterns using standard patterns using iconic and iconic notation: and standard notation: whole note/rest, quarter quarter note/ta, eighth note/rest, half note pairs/ti-­‐ti, quarter note/rest, eighth note rest and half note/rest
pairs and dotted half note
Identify and recognize the relationship between beat and rhythm
Identify and recognize the relationship between beat and rhythm
Identify and recognize the relationship between beat and rhythm
Read, write, sight-­‐read, dictate the following rhythmic patterns using the counting system (students transitioning away from iconic notation): whole note/rest, quarter note/rest, Half note/rest, dotted half note, eighth note/rest, sixteenth notes and combinations of sixteenth and eighth notes, dotted quarter note/res and ties
Identify and recognize the relationship between beat and rhythm (counting system)
Read, write, sight-­‐read and dictate the following rhythmic patterns using standard notation and counting system only: whole note/rest, quarter note/rest, half Reinforcement of prior Reinforcement of prior note/rest, dotted half notation learning
notation learning
note, eighth note/rest, sixteenth notes and combinations of sixteenth and eighth notes, dotted quarter note/rest, ties, triplets and syncopation
Identify and recognize Identify and recognize Identify and recognize the relationship the relationship the relationship between beat and between beat and between beat and rhythm (counting rhythm (counting rhythm (counting system)
system)
system)
R1
Melodic Notation
Understand and conduct Understand time Understand time Understand time Understand time Understandand conduct time signatures 2/2, 2/4, signatures 2/2, 2/4, 4/4, signatures 2/2, 2/4, 4/4, Understand time signatures 2/4 and 4/4. signatures 2/4, 4/4 and time signatures 2/2, 2/4, 4/4, 3/4 and 6/8. 3/4 and 6/8. 3/4 and 6/8. R1
signatures 2/4 and 4/4 Understand the function 3/4 Understand the 4/4, 3/4 and 6/8
Understand and conduct Understand and conduct Understand and conduct of bar lines.
function of repeat sign.
anacrusis.
anacrusis.
anacrusis.
Transitioning from Identify iconic and Identify iconic and solfegge to using Identify icons for high standard notation for standard notation for standard treble clef and low sounds (S-­‐M) high and low sounds (S-­‐ high and low sounds (S-­‐ pitch names while using M-­‐L)
M-­‐L-­‐D-­‐R)
solfegge as a reference point and foundation
R1
Read, write, sight-­‐read Read, write, sight-­‐read Read, write, sight-­‐read Read, write, sight-­‐read and dictate standard Read, write, sight-­‐read Read, write, sight-­‐read Read, write, sight-­‐read and dictate a S-­‐M and dictate a S-­‐M-­‐L and dictate using pitch notation in and and dictate standard and dictate standard and dictate within a pattern using spatial pattern using spatial standard pitch notation beyond the treble clef pitch notation in treble pitch notation in treble pentatonic scale notation
notation
in the treble clef (E to F) using ledger lines (low A-­‐
clef and bass clef
clef and bass clef
high C)
R1
Melodic Understand and identify melodic contour (up/down/stay the same).
Understand and identify Understand and identify the grand staff and the grand staff and R1
ledger lines.
ledger lines.
Musical Forms
Methods and Symbols of Expression
Identify accidentals (sharps, flat, natural signs)
Recognize and identify p Recognize and identify for piano and f for forte
pp, p, f, ff
Recognize and identify fast and slow
Recognize and identify Recognize and identify Recognize and identify Recognize and identify accelerando, ritardando, accelerando, ritardando, R1, ritardando and allegro, andante, largo, allegro, moderato, allegro, moderato, R4
accelerando
ritardando
andante, largo, a tempo andante, largo, a tempo
Recognize and identify accent and slurs
Distinguish through movement musical opposites: high/low, fast/slow, long/short, soft/loud, same/different/no change (AB), up/down and beat/no beat
Identify accidentals (sharps, flat, natural signs)
Identify key signatures and their purpose
Recognize and identify Recognize and identify Recognize and identify Recognize and identify Recognize and identify pp, p, mp, mf, f, ff, cres symbols pp, p, mp, mf, f, symbols pp, p, mp, mf, f, symbols pp, p, mp, mf, f, pp, p, mp, mf, f, ff and or < for crescendo, R1, ff, crescendo <, ff, crescendo <, ff, crescendo <, crescendo and decres or < for R4
decrescendo > and decrescendo > and decrescendo > and decrescendo
decrescendo and dim for diminuendo
diminuendo
diminuendo
diminuendo
Recognize and identify fast and slow tempi
Distinguish movement through musical opposites: high/low, fast/slow, long/short, smooth/separated, soft/loud, same/different, up/down and beat/no beat
Identify accidentals (sharps, flat, natural signs)
Identify key signatures and their purpose
Recognize basic forms and composition techniques: AB, repeated patterns (ostinato), question/answer, call/response, verse/refrain, repeat sign and introduction
Recognize and identify accent, fermata and slurs
Recognize and identify accent, fermata, slurs, staccato and legato
Recognize and identify accent, fermata, slurs, staccato and legato
Identify and analyze Identify and analyze Recognize basic forms forms and composition forms and compostion and composition Identify and analyze techniques: AB, ABA, techniques; AB, ABA, techniques: AB, ABA, forms and composition canon, ostinati, canon, ostinato, canon, repeated techniques: AB, ABA, verse/refrain, repeat verse/refrain, repeat patterns (ostinato), canon, ostinati, sign, partner songs, sign, partner songs, question/answer, verse/refrain, repeat rondo, first and second rondo, first and second call/response, sign, partner songs, endings, blues, coda, endings, blues, coda, verse/refrain, repeat rondo, first and second theme and variation, theme and variation, sign and endings and blues
DC/Fine and DS al DC/Fine and DS al introduction/interlude
coda/Fine
coda/Fine
Critique of Musical Performances and Compositions Performance Evaluation
Criticism
Develop criteria to distinguish between quality and non-­‐quality performance through listening and self-­‐
assessment with regard to the following musical elements: appropriate singing voice, loud/soft, steady beat and posture/stage presence
Develop criteria to distinguish between quality and non-­‐quality performance through listening and self-­‐
assessment with regard to the following musical elements: appropriate singing voice, loud/soft, steady beat and posture/stage presence
Develop criteria to distinguish between quality and non-­‐quality performance through listening and self-­‐
assessment with regard to the following musical elements: appropriate singing voice, loud/soft, steady beat and posture/stage presence
Use grade-­‐level appropriate music vocabulary to describe personal responses to musical examples. Use grade-­‐level appropriate music vocabulary to describe personal responses to musical examples. Use grade-­‐level appropriate music vocabulary to describe personal responses to musical examples. Develop criteria to Develop criteria to Develop criteria to Develop criteria to distinguish between distinguish between distinguish between distinguish between quality and non-­‐quality quality and non-­‐quality quality and non-­‐quality quality and non-­‐quality performance through performance through performance through performance through listening and self listening and self listening and self listening and self-­‐
assessment with regard assessment with regard assessment with regard assessment with regard to the following musical to the following musical to the following musical to the following musical R1, elements: tone quality, elements: tone quality, elements: tone quality, elements: tone quality, R4
expression/phrasing, expression/phrasing, expression/phrasing, expression/phrasing, rhythmic accuracy, pitch rhythmic accuracy, pitch rhythmic accuracy, pitch rhythmic accuracy, pitch accuracy, part accuracy, part accuracy, part accuracy, part acquisition, acquisition, acquisition, acquisition, blend/balance, blend/balance, blend/balance, blend/balance and diction/articulation and diction/articulatino and diction/articulation and posture/stage presence
posture/stage presence posture/stage presence posture/stage presence
Use grade-­‐level appropriate music vocabulary to describe personal responses to musical examples. Use grade-­‐level appropriate music vocabulary to describe personal responses to musical examples. Use grade-­‐level appropriate music vocabulary to describe personal responses to musical examples. Use grade-­‐level appropriate music RL1, vocabulary to describe RL4
personal responses to musical examples. Critique musical Critique musical Critique musical Critique musical Critique musical Critique musical Critique musical examples utilizing higher-­‐ examples utilizing higher-­‐ examples utilizing higher-­‐ examples utilizing higher-­‐ examples utilizing higher-­‐ examples utilizing higher-­‐ examples utilizing higher-­‐
level thinking skills level thinking skills level thinking skills level thinking skills level thinking skills level thinking skills level thinking skills through Project Zero through Project Zero through Project Zero through Project Zero through Project Zero through Project Zero through Project Zero Artful Thinking routines. Artful Thinking routines. Artful Thinking routines. Artful Thinking routines. Artful Thinking routines. Artful Thinking routines. Artful Thinking routines.
History
Genres/Styles & Stylistic Practices
Identify the Identify the Identify the characteristics of and characteristics of and characteristics of and describe how elements describe how elements describe how elements of music are used in of music are used in of music are used in teacher-­‐selected teacher-­‐selected teacher-­‐selected examples: Western and examples: patriotic, examples: lullabies, non-­‐Western music, Native American, African marches, nursery circle games, call and American and singing rhymes/chants
response
games
Recognize the timbre of pitched and non-­‐pitched classroom percussion Recognize the different Recognize the different instruments (woods, families of the orchestra families of the orchestra
shakers, metals, skins, etc.)
Identify the Identify the Identify the Identify the characteristics of and characteristics of and characteristics of and characteristics of and describe how elements describe how elements describe how elements describe how elements of music are used in of music are used in of music are used in R1, of music are used in teacher-­‐selected teacher-­‐selected teacher-­‐selected R2, teacher-­‐selected examples: work songs, examples: examples: R3
examples: play party, cowboy songs, square secular/sacred, secular/sacred, folk dances/folk music, dances, spirituals, multicultural music, multicultural music, and patriotic music
ragtime, blues and patriotic songs, opera, patriotic songs, opera, Classical
ballet and classical
ballet and classical
Identify specific instruments in their respective families.
Experience a live performance of an orchestral group. Document understanding of the musical experience through writing samples or illustrations. Identify the different families of the orchestra.
Identify The Star-­‐
Spangled Banner as the National Anthem
Experience a live performance of an orchestral group. Document understanding of the musical experience through writing samples or illustrations. Identify the different families of the orchestra. Experience a live performance of an orchestral group. Document R1, understanding of the R2, musical experience R3
through writing samples or illustrations. Identify the different families of the orchestra. Sing from memory the first verse of The Star-­‐
Spangled Banner. Describe major composers, works and characteristics of the Classical Music Eras of Ancient, Medieval, Renaissance and Baroque
Describe major composers, works and characteristics of the Classical Music Eras of Classical and Romantic
Describe major composers, works and RL1, characteristics of the RL2, Classical Music Eras of RL3, Modern & review previously learned eras
Musical Characteristics, Events and Descriptors
Music's Role and Function in Various Cultures
Careers in Music
Differentiate between male, female and children's voices. Differentiate between Differentiate between classroom pitched and various vocal non-­‐pitched percussion productions: singing, instruments.
whispering, shouting and speaking.
Visually and aurally identify instrumental families. Distinguish between methods of sound production.
Identify contrasting musical elements for vocal and instrumental music including melody, Distinguish between harmony, rhythm, Identify instruments as vocal ensemble expression, form, and representative of groupings and orchestral timbre (e.g., voice various cultures.
instruments.
classification -­‐ SATB, instrumental ensemble groupings -­‐ Jazz Band/Concert Band, etc).
Describe the function of Describe the function of Describe the function of Describe the function of music in various settings music in various settings music in various settings music in various settings and cultural events: and cultural events: and cultural events: play and cultural events: Western and non-­‐
patriotic, Native party, folk dances/folk lullabies, marches, and Western music, circle American, African music and patriotic nursery rhymes/chants
games and call and American and singing music (including The response
games
Star-­‐Spangled Banner)
Discuss and demonstrate appropriate listening behavior for various types of performances
Discuss and demonstrate appropriate listening behavior for various types of performances
Identify responsibilities Identify responsibilities of a music leader
of a music leader
Discuss and demonstrate appropriate listening behavior for various types of performances
Discuss and demonstrate appropriate listening behavior for various types of performances
Describe the function of music representing diverse cultures, including Missouri and American heritage, in various settings and cultural events: work songs, cowboy songs, square dances, spirituals, ragtime and blues
Discuss and demonstrate appropriate listening behavior for various types of performances
Identify contrasting musical elements for vocal and instrumental music including melody, harmony, rhythm, R1, expression, form, and R3, timbre (e.g., voice R4 classification -­‐ SATB, instrumental ensemble groupings -­‐ Jazz Band/Concert Band, etc).
Describe the function of Describe the function of music in various settings music in various settings and cultural events: and cultural events: R1, secular/sacred, secular/sacred, R3
multicultural music, multicultural music, patriotic songs, opera patriotic songs, opera and ballet
and ballet
Discuss and demonstrate appropriate listening behavior for various types of performances
Discuss and demonstrate appropriate listening behavior for various types of performances
Identify responsibility of Identify responsibilities Identify available music-­‐ Identify available music-­‐ Identify available music-­‐
an accompanist and of composer and related careers in a related careers in a related careers in a soloist
conductor
given setting given setting
given setting
Identify available music Identify available music Identify available music involvement involvement involvement opportunities in school opportunities in school opportunities in school settings such as band, settings such as band, settings such as band, orchestra, choir, musical orchestra, choir, musical orchestra, choir, musical theatre, etc.
theatre, etc.
theatre, etc.
Improvisation
Composition and Arrangement
Creation
Create a pitched (Sol-­‐Mi) Create a pitched (Sol-­‐Mi-­‐
Create a pitched Create a pitched or non-­‐pitched La) or non-­‐pitched (pentatonic) or non-­‐
(pentatonic) or non-­‐
accompaniment for accompaniment for pitched accompaniment pitched accompaniment songs and stories
songs and stories
for songs and stories
for songs and stories
Create a pitched (extended range including octaves) or non-­‐pitched accompaniment for songs and stories
Create a pitched Create a pitched (extended octave -­‐ low (extended octave -­‐ low So-­‐La-­‐Ti) or non-­‐pitched So-­‐La-­‐Ti) or non-­‐pitched accompaniment for accompaniment for songs and stories
songs and stories
Create rhythmic and/or Create and notate a Create and notate a melodic ostinati and rhythmic and/or melodic rhythmic and/or melodic soundscapes
ostinati accompaniment ostinati accompaniment
Improvise simple Improvise simple rhythmic patterns using rhythmic patterns using whole note/rest, quarter whole note/rest, quarter note/rest, half note/rest, half Improvise short Improvise short note/rest, dotted half note/rest, dotted half, Improvise short rhythmic patterns using rhythmic patterns using note, eighth note/rest, eighth note/rest, Improvise short rhythmic patterns using whole note/rest, quarter quarter note, eighth sixteenth notes and sixteenth note/rest, rhythmic patterns with quarter note/ta, eighth note/rest, half note pairs/ti ti, quarter combinations of combinations of reinforcement of prior note pairs/ti ti, and note/rest, eighth note rest, half note and half sixteenth and eighth sixteenth and eighth notation learning
quarter rest
pairs and dotted half rest
notes and dotted notes, dotted quarter note
quarter note utilizing note, triplets, and counting system syncopation utilizing (transitioning away from standard notation and iconic) counting system only
Improvise simple Improvise simple Improvise melodic Improve simple melodic Improvise S-­‐M patterns Improvise S-­‐M-­‐L melodic ostinati melodic ostinati and/or harmonic ostinati accompaniment instrumentally and patterns instrumentally accompaniment using accompaniments using accompaniments within the pentatonic vocally
and vocally
pitches within the extended range extended octave (low scale
pentatonic scale
including octaves
sol, low la, low ti)
Improvise simple Question & Answer
rhythmic variations on familiar melodies
Improvise short songs and instrumental pieces using a variety of sound sources
Create or arrange a short
song or phrases using a
variety of sound sources within specified guidelines
Improvise melodic and/or harmonic accompaniments extended octave (low sol, low la, low ti)
Improvise simple rhythmic variations on familiar melodies