Windham School District Music Curriculum
General Music: 1st Grade
Connecting
Stage 1 Desired Results
ESTABLISHED GOALS:
COMPENTENCIES STANDARDS:
Anchor Standard: 7. Perceive and
analyze artistic work.
Anchor Standard: 8. Interpret intent
and meaning in artistic work.
Anchor Standard: 9. Apply criteria to
evaluate artistic work.
Anchor Standard #10.
Synthesize and relate knowledge and
personal experiences to make art.
Anchor Standard #11.
Relate artistic ideas and works with
societal, cultural and historical
context to deepen understanding.
CONTENT STANDARDS:
● MU:Cn10.0.
1a Demonstrate how
interests, knowledge, and
skills relate to personal
choices and intent when
creating, performing, and
responding to music.
● MU:Cn11.0.1a
Demonstrate understanding
of relationships between
music and the other arts,
Transfer
Students will be able to connect musical concepts and selections to their own unique paradigm of the world.
Meaning
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
● How do musicians make meaningful connections to creating,
performing, and responding?
● musicians connect their
personal interests,
● How do the other arts, other disciplines, contexts, and daily
experiences, ideas, and
life inform creating, performing, and responding to music?
knowledge to creating,
performing, and responding.
● understanding connections
to varied contexts and daily
life enhances musicians’
creating, performing, and
responding.
Students will know…
● music can help enrich our
understanding of other
disciplines and the world
around us.
● music is a universal language
that helps us communicate
ideas.
● identify the role of music
and musicians in society.
Acquisition
Students will be skilled at…
● students will be able to use their own life experiences to
draw connections to musical selections.
● students will be able to use their aural sense to understand
different types and styles of music .
● students will be able to connect literature and stories from
their lives with the music they make and sing.
other disciplines, varied
contexts, and daily life.
21st Century Skills
Used in Content Area Standards
Not applicable
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Observing
Analyzing
Communication
Collaboration
Windham School District Music Curriculum
General Music: 1st Grade
Creating
Stage 1 Desired Results
ESTABLISHED GOALS:
COMPETENCIES STANDARDS:
Anchor Standard 1:
Generate and conceptualize artistic
ideas and work.
Anchor Standard 2:
Organize and develop artistic ideas
and work.
Anchor Standard 3:
Refine and complete artistic work.
CONTENT STANDARDS:
● MU:Cr1.1.1a
With limited guidance, create
musical ideas (such as
answering a musical question)
for a specific purpose.
● MU: Cr1.1.Kb
With guidance, generate
musical ideas (such as
movements or motives).
● MU: Cr2.1.1a
With limited guidance,
demonstrate and discuss
Transfer
Students will be able to: Sing or play instruments together in a group in order to express ideas, experiences,
and stories through music.
Meaning
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
● How do musicians generate creative ideas?
● the creative ideas, concepts,
● How do musicians make creative decisions?
and feelings that influence
● How do musicians improve the quality of their creative work?
musicians’ work emerge
● When is creative work ready to share?
from a variety of sources.
● musicians’ creative choices
are influenced by their
expertise, context, and
expressive intent.
● musicians evaluate, and
refine their work through
openness to new ideas,
persistence, and the
application of appropriate
criteria.
Students will know…
● how to produce a quality
Acquisition
Students will be skilled at…
● producing quality sound.
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personal reasons for selecting
musical ideas that represent
expressive intent.
MU: Cr2.1.1b
With limited guidance, use
iconic or standard notation
and/or recording technology
to document and organize
personal musical ideas.
MU: Cr3.1.1a
With limited guidance,
discuss and apply personal,
peer, and teacher feedback to
refine personal musical ideas.
MU: Cr3.2.1a
With limited guidance, convey
expressive intent for a specific
purpose by presenting a final
version of personal musical
ideas to peers or informal
audience.
Used in Content Area Standards
Not applicable
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tone
how to create movements to
accompany lyrics and music.
how to pantomime
movements to leitmotifs in
classical music
How to create new lyrics to
an established song.
how to create expressive
movement.
how to create movements to
go with lyrics of choral
music.
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creating new lyrics to an older song
creating creative movements to follow a musical story.
creating choreography movements to go with lyrics and
instrumental music.
21st Century Skills
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Creativity
Imagination
Critical thinking
Problem-solving
Collaboration
Media Literacy
Windham School District Music Curriculum
General Music: 1st Grade
Performing
Stage 1 Desired Results
ESTABLISHED GOALS:
COMPETENCIES STANDARDS:
Anchor Standard 4:
Select, analyze, and interpret artistic work for
presentation.
Anchor Standard 5:
Develop and refine artistic techniques and work for
presentation.
Anchor Standard 6:
Convey meaning through the presentation of artistic
work.
CONTENT STANDARDS:
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MU: Pr4.1.1a
With limited guidance, demonstrate and
discuss personal interest in, knowledge about,
and purpose of varied musical selections.
MU: Pr4.2.1a
With limited guidance, demonstrate
knowledge of music concepts (such as beat
and melodic contour) in music from a variety
of cultures selected for performance.
MU:Pr4.2.1b
When analyzing selected music, read and
perform rhythmic patterns using iconic or
standard notation.
MU: Pr4.3.1a
Transfer
Students will be able to: Perform a varied and appropriate selection of instrumental and vocal music for
themselves or an audience.
Meaning
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
● How do performers select repertoire?
● performers’ interest in and knowledge of
● How does understanding the structure and
musical works, understanding of their
context of musical works inform
own technical skill, and the context for a
performance?
performance influence the selection of
● How do performers interpret musical works?
repertoire
● How do musicians improve the quality of their
performance?
● analyzing creators’ context and how they
manipulate elements of music provides
● When is a performance judged ready to
insight into their intent and informs
present? How do context and the manner in
performance.
which musical work is presented influence
audience response?
● performers make interpretive decisions
based on their understanding of context
and expressive intent
● to express their musical ideas, musicians
analyze, evaluate, and refine their
performance over time through openness
to new ideas, persistence, and the
application of appropriate criteria.
● musicians judge performance based on
criteria that vary across time, place, and
cultures. the context and how a work is
presented influence audience response.
Acquisition
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Demonstrate and describe music’s expressive
qualities (such as dynamics and tempo).
MU: Pr5.1.1a
With limited guidance, apply personal,
teacher, and peer feedback to refine
performances.
MU: Pr5.1.1b
With limited guidance, use suggested
strategies in rehearsal to address interpretive
challenges of music.
MU: Pr6.1.1a
With limited guidance, perform music for a
specific purpose with expression.
MU: Pr6.1.1b
Perform appropriately for the audience and
purpose.
Used in Content Area Standards
Not applicable
Students will know…
● how to produce a quality tone
● how to sing together in a group.
● How to identify, clap and read basic note
values as well as line and space notes on
the treble clef staff.
● How to play simple rhythms and pitches
on percussion instruments.
● how to pantomime movements to
leitmotifs in classical music
● How to wait their turn before playing the
next instrument
● how to pantomime movements to
leitmotifs in classical music
● how to create expressive movement.
Students will be skilled at…
● listening and matching pitch.
● producing a quality sound.
● differentiating between falsetto and lower
register.
● reading and memorizing lyrics.
● clapping quarter notes, two eighth notes,
and quarter rests while reading rhythm
cards.
● playing particular pitches on
boomwhackers by reading letter notation
● create choreography movements to go
with lyrics and instrumental music.
Students dramatize music concepts
through movement.
● memorizing songs to sing for
performance.
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21st Century Skills
Creativity
Critical thinking
Problem solving
Collaboration
Windham School District Music Curriculum
General Music: 1st Grade
Responding
Stage 1 Desired Results
ESTABLISHED GOALS:
CONTENT STANDARDS:
Anchor Standard: 7. Perceive and
analyze artistic work.
Anchor Standard: 8. Interpret intent
and meaning in artistic work.
Anchor Standard: 9. Apply criteria to
evaluate artistic work.
CONTENT STANDARDS:
● MU:Re7.1.1a
With limited guidance,
identify and demonstrate how
personal interests and
experiences influence musical
selection for specific
purposes.
● MU:Re7.2.1a
With limited guidance,
demonstrate and identify how
specific music concepts (such
as beat or pitch) are used in
various styles of music for a
purpose.
● MU:Re8.1.1a
With limited guidance,
demonstrate and identify
expressive qualities (such as
Transfer
Students will be able to perform a varied and appropriate selection of instrumental and vocal music for
themselves or an audience.
Meaning
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
● How do individuals choose music to experience?
● performers’ interest in and
● How does understanding the structure and context of music
knowledge of musical works,
inform a response?
understanding of their own
● How do we discern the musical creators’ and performers’
technical skill, and the
expressive intent?
context for a performance
● How do we judge the quality of musical work(s) and
influence the selection of
performance(s)?
repertoire
● analyzing creators’ context
and how they manipulate
elements of music provides
insight into their intent and
informs performance.
● performers make
interpretive decisions based
on their understanding of
context and expressive
intent
● to express their musical
ideas, musicians analyze,
evaluate, and refine their
performance over time
through openness to new
●
dynamics and tempo) that
reflect creators’/ performers’
expressive intent
MU:Re9.1.1a
With limited guidance, apply
personal and expressive
preferences in the evaluation
of music for specific purposes.
●
ideas, persistence, and the
application of appropriate
criteria.
musicians judge
performance based on
criteria that vary across
time, place, and cultures.
The context and how a work
is presented influence
audience response.
Students will know…
● how to self-evaluate
instrumental and choral
performances.
● how to describe the tempo
or dynamics of a piece of
music using simple
terminology.
● how to move their bodies to
music, showing tempo and
dynamics through their
movements
Used in Content Area Standards
Not applicable
Acquisition
Students will be skilled at…
● evaluating choral performances in the classroom.
● evaluating musical selections listened to in class.
21st Century Skills
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Creativity
Critical thinking
Problem solving
Collaboration