Kindergarten Music Curriculum
Barren County Schools
Mastery of each skill/concept should be achieved by the completion of the grade in which
the skill/concept is listed. The grade in which students will begin each skill/concept will
be left to the discretion of the teacher. In most instances, the skill/concept will be
introduced/practiced at least one grade level before mastery is expected.
Based on The Program of Studies 2006 and Core Content 4.1
Structure and Processes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.23, 2.25
Program of Studies: Enduring Knowledge - Understandings – AH-P-SA-U-1,
AH-P-SA-U-3, AH-P-SA-U-4, AH-P-PA-U-1, AH-P-PA-U-2, AH-P-PA-U-3, AH-P-PA-U-4
Skills and Concepts – Music – AH-P-SA-S-Mu1, AH-P-SA-S-Mu2, AH-P-SA-S-Mu3,
AH-P-SA-S-Mu4, AH-P-PA-S-Mu1, AH-P-PA-S-Mu2, AH-P-PA-S-Mu3, AH-P-PA-S-Mu4
Core Content: AH-EP-1.1.1
Students will begin to recognize and identify elements of music using musical terminology.
Elements of music:
Rhythm – bar lines, measures, whole notes, half notes, quarter notes (aurally and visually)
Tempo – steady beat, slower, faster (aurally)
Melody – notes, lines and spaces on treble clef staff (visually)
Harmony – rounds and simple 2-part songs (aurally), songs are major or minor (aurally)
Form – call and response form, AB form and ABA form (aurally)
Timbre (tone color) – recognize different qualities of musical sounds, instruments by family
- brass, woodwind, string, percussion (aurally and visually) and human voices (aurally)
Dynamics – soft, loud (aurally)
AH-EP-1.1.2 Students will identify various styles of music (spirituals, game songs, folk songs,
work songs, lullabies, patriotic, bluegrass).
AH-EP-4.1.4 Students will sing and play alone simple rhythmic or tonal patterns by reading
simple music notation.
AH-EP-4.1.5 Students will sing alone and with others a varied repertoire of music.
Students will:
recognize (aurally) steady beat, slower and faster (TEMPO);
perform quarter note accompaniments to simple musical examples
(RHYTHM);
recognize the term melody and sing simple melodies (MELODY);
recognize same and different rhythmic and melodic phrases (FORM);
recognize classroom percussion instruments visually and aurally and
recognize and demonstrate the four voices (singing, talking, whispering, and
calling) (TIMBRE);
and sing songs that demonstrate a change in dynamics (loud/soft)
(DYNAMICS).
Students will identify and sing lullabies (STYLE)
Kindergarten
Humanity and Purposes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.24, 2.25, 2.26
Program of Studies: Enduring Knowledge – Understandings – AH-P-HA-U-1,
AH-P-HA-U-2, AH-P-HA-U-3, AH-P-PCA-U-1, AH-P-PCA-U-2, AH-P-PCA-U-3
Skills and Concepts – Music – AH-P-HA-S-Mu1, AH-P-HA-S-Mu2, AH-P-HA-S-Mu3,
AH-P-PCA-S-Mu1, AH-P-PCA-S-Mu2
Core Content: AH-EP-2.1.1
Students will identify music from the following cultures and periods.
Cultures: Native American, Traditional Appalachian, West African
Periods: Colonial American
AH-EP-3.1.1
Students will experience music created for a variety of purposes.
Purposes of music (different roles of music)
Ceremonial – music created or performed for rituals or celebrations (e.g., patriotic music,
music for worship)
Recreational – music for entertainment (e.g., music for play such as game songs, music for
dances and social events, music for physical activities, music as a hobby)
Artistic Expression – music created with the intent to express or communicate one’s
emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting
for an audience)
Students will listen to and perform music from various cultures and periods.
Students will experience music created for a variety of purposes.
First Grade Music Curriculum
Barren County Schools
Mastery of each skill/concept should be achieved by the completion of the grade in which
the skill/concept is listed. The grade in which students will begin each skill/concept will
be left to the discretion of the teacher. In most instances, the skill/concept will be
introduced/practiced at least one grade level before mastery is expected.
Based on The Program of Studies 2006 and Core Content 4.1
Structure and Processes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.23, 2.25
Program of Studies: Enduring Knowledge - Understandings – AH-P-SA-U-1,
AH-P-SA-U-3, AH-P-SA-U-4, AH-P-PA-U-1, AH-P-PA-U-2, AH-P-PA-U-3, AH-P-PA-U-4
Skills and Concepts – Music – AH-P-SA-S-Mu1, AH-P-SA-S-Mu2, AH-P-SA-S-Mu3,
AH-P-SA-S-Mu4, AH-P-PA-S-Mu1, AH-P-PA-S-Mu2, AH-P-PA-S-Mu3, AH-P-PA-S-Mu4
(Continued on next page)
Core Content: AH-EP-1.1.1
Students will begin to recognize and identify elements of music using musical terminology.
Elements of music:
Rhythm – bar lines, measures, whole notes, half notes, quarter notes (aurally and visually)
Tempo – steady beat, slower, faster (aurally)
Melody – notes, lines and spaces on treble clef staff (visually)
Harmony – rounds and simple 2-part songs (aurally), songs are major or minor (aurally)
Form – call and response form, AB form and ABA form (aurally)
Timbre (tone color) – recognize different qualities of musical sounds, instruments by family
- brass, woodwind, string, percussion (aurally and visually) and human voices (aurally)
Dynamics – soft, loud (aurally)
AH-EP-1.1.2 Students will identify various styles of music (spirituals, game songs, folk songs,
work songs, lullabies, patriotic, bluegrass).
AH-EP-4.1.4 Students will sing and play alone simple rhythmic or tonal patterns by reading
simple music notation.
AH-EP-4.1.5 Students will sing alone and with others a varied repertoire of music.
Students will:
perform steady beat and slower/faster tempos (TEMPO);
perform quarter note, quarter rest, and eighth note patterns (RHYTHM);
sing melodies of increasing difficulty (MELODY);
recognize call and response and AB form (FORM);
recognize the percussion family by sight and sound, identify a variety of
common percussion instruments, and distinguish between adult and
children’s voices (TIMBRE); and
recognize and identify loud and soft (aurally) (DYNAMICS).
Students will listen to and sing game songs (STYLE).
First Grade
Humanity and Purposes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.24, 2.25, 2.26
Program of Studies: Enduring Knowledge – Understandings – AH-P-HA-U-1, AH-P-HA-U-2,
AH-P-HA-U-3, AH-P-PCA-U-1, AH-P-PCA-U-2, AH-P-PCA-U-3
Skills and Concepts – Music – AH-P-HA-S-Mu1, AH-P-HA-S-Mu2, AH-P-HA-S-Mu3,
AH-P-PCA-S-Mu1, AH-P-PCA-S-Mu2
Core Content: AH-EP-2.1.1
Students will identify music from the following cultures and periods.
Cultures: Native American, Traditional Appalachian, West African
Periods: Colonial American
AH-EP-3.1.1
Students will experience music created for a variety of purposes.
Purposes of music (different roles of music)
Ceremonial – music created or performed for rituals or celebrations (e.g., patriotic music,
music for worship)
Recreational – music for entertainment (e.g., music for play such as game songs, music for
dances and social events, music for physical activities, music as a hobby)
Artistic Expression – music created with the intent to express or communicate one’s
emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting
for an audience)
Students will listen to and perform music from the Native American culture.
Students will continue to experience music created for a variety of purposes.
Second Grade Music Curriculum
Barren County Schools
Mastery of each skill/concept should be achieved by the completion of the grade in which
the skill/concept is listed. The grade in which students will begin each skill/concept will
be left to the discretion of the teacher. In most instances, the skill/concept will be
introduced/practiced at least one grade level before mastery is expected.
Based on The Program of Studies 2006 and Core Content 4.1
Structure and Processes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.23, 2.25
Program of Studies: Enduring Knowledge - Understandings – AH-P-SA-U-1,
AH-P-SA-U-3, AH-P-SA-U-4, AH-P-PA-U-1, AH-P-PA-U-2, AH-P-PA-U-3, AH-P-PA-U-4
Skills and Concepts – Music – AH-P-SA-S-Mu1, AH-P-SA-S-Mu2, AH-P-SA-S-Mu3,
AH-P-SA-S-Mu4, AH-P-PA-S-Mu1, AH-P-PA-S-Mu2, AH-P-PA-S-Mu3, AH-P-PA-S-Mu4
Core Content: AH-EP-1.1.1
Students will begin to recognize and identify elements of music using musical terminology.
Elements of music:
Rhythm – bar lines, measures, whole notes, half notes, quarter notes (aurally and visually)
Tempo – steady beat, slower, faster (aurally)
Melody – notes, lines and spaces on treble clef staff (visually)
Harmony – rounds and simple 2-part songs (aurally), songs are major or minor (aurally)
Form – call and response form, AB form and ABA form (aurally)
Timbre (tone color) – recognize different qualities of musical sounds, instruments by family
- brass, woodwind, string, percussion (aurally and visually) and human voices (aurally)
Dynamics – soft, loud (aurally)
AH-EP-1.1.2 Students will identify various styles of music (spirituals, game songs, folk
songs, work songs, lullabies, patriotic, bluegrass).
AH-EP-4.1.4 Students will sing and play alone simple rhythmic or tonal patterns by reading
simple music notation.
AH-EP-4.1.5 Students will sing alone and with others a varied repertoire of music.
Students will:
read and perform using quarter notes, quarter rests, eighth notes, half notes,
half rests (RHYTHM);
identify staff, (lines & spaces), treble clef sign, and high/low pitches on the
staff, pitch, up and down (MELODY);
recognize melody as separate from accompaniment (HARMONY);
recognize and identify AB, ABA, and call and response forms (FORM);
identify members of the brass family and woodwind family by sight and by
sound, recognize the piano and organ as keyboard instruments and listen to a
variety of piano and organ music, and distinguish between adult male and
female voices (TIMBRE); and
recognize and identify the symbols and Italian terms for loud (forte – f) and
soft (piano – p) (DYNAMICS).
Students will listen to and sing Patriotic songs and folk songs (STYLE).
Second Grade
Humanity and Purposes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.24, 2.25, 2.26
Program of Studies: Enduring Knowledge – Understandings – AH-P-HA-U-1,
AH-P-HA-U-2, AH-P-HA-U-3, AH-P-PCA-U-1, AH-P-PCA-U-2, AH-P-PCA-U-3
Skills and Concepts – Music – AH-P-HA-S-Mu1, AH-P-HA-S-Mu2, AH-P-HA-S-Mu3,
AH-P-PCA-S-Mu1, AH-P-PCA-S-Mu2
Core Content: AH-EP-2.1.1
Students will identify music from the following cultures and periods.
Cultures: Native American, Traditional Appalachian, West African
Periods: Colonial American
AH-EP-3.1.1
Students will experience music created for a variety of purposes.
Purposes of music (different roles of music)
Ceremonial – music created or performed for rituals or celebrations (e.g., patriotic music,
music for worship)
Recreational – music for entertainment (e.g., music for play such as game songs, music for
dances and social events, music for physical activities, music as a hobby)
Artistic Expression – music created with the intent to express or communicate one’s
emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting
for an audience)
Students will listen to and perform music from the Colonial American period.
Students will continue to experience music created for a variety of purposes.
Third Grade Music Curriculum
Barren County Schools
Mastery of each skill/concept should be achieved by the completion of the grade in which
the skill/concept is listed. The grade in which students will begin each skill/concept will
be left to the discretion of the teacher. In most instances, the skill/concept will be
introduced/practiced at least one grade level before mastery is expected.
Based on The Program of Studies 2006 and Core Content 4.1
Structure and Processes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.23, 2.25
Program of Studies: Enduring Knowledge - Understandings – AH-P-SA-U-1,
AH-P-SA-U-3, AH-P-SA-U-4, AH-P-PA-U-1, AH-P-PA-U-2, AH-P-PA-U-3, AH-P-PA-U-4
Skills and Concepts – Music – AH-P-SA-S-Mu1, AH-P-SA-S-Mu2, AH-P-SA-S-Mu3,
AH-P-SA-S-Mu4, AH-P-PA-S-Mu1, AH-P-PA-S-Mu2, AH-P-PA-S-Mu3, AH-P-PA-S-Mu4
Core Content: AH-EP-1.1.1
Students will begin to recognize and identify elements of music using musical terminology.
Elements of music:
Rhythm – bar lines, measures, whole notes, half notes, quarter notes (aurally and visually)
Tempo – steady beat, slower, faster (aurally)
Melody – notes, lines and spaces on treble clef staff (visually)
Harmony – rounds and simple 2-part songs (aurally), songs are major or minor (aurally)
Form – call and response form, AB form and ABA form (aurally)
Timbre (tone color) – recognize different qualities of musical sounds, instruments by family
- brass, woodwind, string, percussion (aurally and visually) and human voices (aurally)
Dynamics – soft, loud (aurally)
AH-EP-1.1.2 Students will identify various styles of music (spirituals, game songs, folk songs,
work songs, lullabies, patriotic, bluegrass).
AH-EP-4.1.4 Students will sing and play alone simple rhythmic or tonal patterns by reading
simple music notation.
AH-EP-4.1.5 Students will sing alone and with others a varied repertoire of music.
Students will:
recognize (know the terms) largo, moderato, presto (TEMPO);
read and perform whole notes, whole rests, eighth rests, and identify bar
lines and measures (RHYTHM);
recognize and identify lines and spaces on treble clef staff (visually) and
begin to identify pitches by letter name (low E to high F) (MELODY);
identify and perform rounds and simple 2-part songs (HARMONY);
identify and perform rounds, verse/chorus, and repeat signs (FORM);
identify members of the string family (both orchestral and folk) by sight and
by sound (TIMBRE); and
use symbols and Italian terms for very loud (fortissimo – ff), very soft
(pianissimo – pp), medium loud (mezzo forte – mf), and medium soft (mezzo
piano – mp) (DYNAMICS).
Students will listen to and sing folk songs, work songs, and Bluegrass songs
and listen to folk music and Bluegrass music (STYLE).
Third Grade
Humanity and Purposes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.24, 2.25, 2.26
Program of Studies: Enduring Knowledge – Understandings – AH-P-HA-U-1,
AH-P-HA-U-2, AH-P-HA-U-3, AH-P-PCA-U-1, AH-P-PCA-U-2, AH-P-PCA-U-3
Skills and Concepts – Music – AH-P-HA-S-Mu1, AH-P-HA-S-Mu2, AH-P-HA-S-Mu3,
AH-P-PCA-S-Mu1, AH-P-PCA-S-Mu2
Core Content: AH-EP-2.1.1
Students will identify music from the following cultures and periods.
Cultures: Native American, Traditional Appalachian, West African
Periods: Colonial American
AH-EP-3.1.1
Students will experience music created for a variety of purposes.
Purposes of music (different roles of music)
Ceremonial – music created or performed for rituals or celebrations (e.g., patriotic music,
music for worship)
Recreational – music for entertainment (e.g., music for play such as game songs, music for
dances and social events, music for physical activities, music as a hobby)
Artistic Expression – music created with the intent to express or communicate one’s
emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting
for an audience)
Students will listen to and perform Traditional Appalachian music.
Students will continue to experience music created for a variety of purposes.
Fourth Grade Music Curriculum
Barren County Schools
Mastery of each skill/concept should be achieved by the completion of the grade in which
the skill/concept is listed. The grade in which students will begin each skill/concept will
be left to the discretion of the teacher. In most instances, the skill/concept will be
introduced/practiced at least one grade level before mastery is expected.
Based on The Program of Studies 2006 and Core Content 4.1
Structure and Processes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.23, 2.25
Program of Studies: Enduring Knowledge - Understandings – AH-4-SA-U-1, AH-4-SA-U-3,
AH-4-SA-U-4, AH-4-PA-U-1, AH-4-PA-U-2, AH-4-PA-U-3, AH-4-PA-U-4
Skills and Concepts – Music – AH-4-SA-S-Mu1, AH-4-SA-S-Mu2, AH-4-SA-S-Mu3,
AH-4-SA-S-Mu4, AH-4-PA-S-Mu1, AH-4-PA-S-Mu2, AH-4-PA-S-Mu3, AH-4-PA-S-Mu4
Core Content: AH-04-1.1.1 Students will identify or describe elements of music in a variety
of music. DOK 2
Elements of music:
Rhythm – time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half,
quarter, eighth notes and rests), measure
Tempo – steady beat, slower or faster
Melody – shape, direction (pitches move up, down, by step, by skip, stay the same),
treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff),
high vs. low notes (pitches)
Harmony – parts (notes performed together to create harmony), major/minor
(aurally); unison (non-harmony)
Form – call and response, two-part (AB), three-part (ABA), round, verse/chorus,
repeat signs
Timbre (tone color) – recognize different qualities of musical sounds, orchestral
instruments by family - brass, woodwind, string, percussion, how instrument sounds
are produced, human voices (high voices, low voices)
Dynamics – soft (piano – p), medium soft (mezzo piano – mp), medium loud (mezzo forte
– mf), loud (forte – f)
AH-04-1.1.2 Students will identify and describe various styles of music (spirituals, game songs,
folk songs, work songs, lullabies, patriotic, bluegrass).
AH-04-4.1.1 Students will create and notate short, simple melodies that demonstrate melodic
shape/contour and meter.
AH-04-4.1.2 Students will create and perform simple melodic or rhythmic accompaniments to
given melodies.
AH-04-4.1.3 Students will improvise answers in similar style to given rhythmic and/or melodic
phrases.
AH-04-4.1.4 Students will sing and play alone simple rhythmic or tonal patterns by reading
music notation; be able to sustain own part in an ensemble.
AH-04-4.1.5 Students will sing alone and with others a varied repertoire of music.
Students will:
recognize (know the terms) andante and allegro (TEMPO);
read, notate, and perform tied notes, dotted half notes, fermata, and time
signatures (2/4, 3/4 , 4/4) (RHYTHM);
identify or describe shape (melodic contour), direction (pitches move up,
down, by step, by skip, stay the same), pitch notation (middle C to F at the top
of treble clef staff), high vs. low, ledger line, and
recognize the symbols for sharp, flat, and natural (MELODY);
perform 2-part songs of increasing difficulty, identify and describe unison
and parts, and identify and describe minor (HARMONY);
identify or describe call and response, two-part (AB), three-part (ABA),
round, verse/chorus, repeat signs (FORM);
recognize different qualities of musical sounds, review orchestral
instruments by family (brass, woodwind, string, percussion), describe how
instrument sounds are produced, review human voices (high voices, low
voices), and identify Native American, West African, and Appalachian
instruments (TIMBRE); and
describe pianissimo, piano, mezzo piano, mezzo forte, forte, and fortissimo
(DYNAMICS).
Students will identify and describe spirituals (STYLE).
Fourth Grade
Humanity and Purpose
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.24, 2.25, 2.26
Program of Studies: Enduring Knowledge – Understandings – AH-4-HA-U-1,
AH-4-HA-U-2, AH-4-HA-U-3, AH-4-PCA-U-1, AH-4-PCA-U-2, AH-4-PCA-U-3
Skills and Concepts – Music – AH-4-HA-S-Mu1, AH-4-HA-S-Mu2, AH-4-HA-S-Mu3,
AH-4-PCA-S-Mu1, AH-4-PCA-S-Mu2
Core Content: AH-04-2.1.1 Students will identify how music has been a part of cultures and
periods throughout history. DOK 2
Cultures: Native American, Traditional Appalachian, West African
Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of
elements of music among cultures (musical instruments, e.g., Native American – rattles,
drums flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles,
thumb piano); polyrhythm in West African music not in Native American
Periods: Colonial American (e.g., work songs, game songs, patriotic music, lullaby, folk
music)
Native American includes period in North America before European settlement
European influences in American music, similarities between the music in the American
colonies and the cities of Europe (The influence of Europe was very strong in the colonies
due to the movement of settlers from Europe to America.)
AH-04-3.1.1 Students will identify how music fulfills a variety of purposes.
DOK 2
Purposes of music (different roles of music)
Ceremonial – music created or performed for rituals or celebrations (e.g., patriotic music,
music for worship)
Recreational – music for entertainment (e.g., music for play such as game songs, music for
dances and social events, music for physical activities, music as a hobby)
Artistic Expression – music created with the intent to express or communicate one’s
emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting
for an audience)
Students will listen to, perform, and identify music from West Africa.
Students will listen to, perform, and identify Native American and Traditional
Appalachian music and will compare and contrast Native American,
Traditional Appalachian, and West African music with reference to the music
elements and the purpose of the music in each of the cultures.
Students will identify music associated with the Colonial American period and
identify the influence of European music on Colonial American music.
Students will identify and explain how music fulfills a variety of purposes.
Fifth Grade Music Curriculum
Barren County Schools
Mastery of each skill/concept should be achieved by the completion of the grade in which
the skill/concept is listed. The grade in which students will begin each skill/concept will
be left to the discretion of the teacher. In most instances, the skill/concept will be
introduced/practiced at least one grade level before mastery is expected.
Based on The Program of Studies 2006 and Core Content 4.1
Structure and Processes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.23, 2.25
Program of Studies: Enduring Knowledge - Understandings – AH-5-SA-U-1, AH-5-SA-U-3,
AH-5-SA-U-4, AH-5-PA-U-1, AH-5-PA-U-2, AH-5-PA-U-3, AH-5-PA-U-4
Skills and Concepts – Music – AH-5-SA-S-Mu1, AH-5-SA-S-Mu2,
AH-5-SA-S-Mu3, AH-5-SA-S-Mu4, AH-5-PA-S-Mu1, AH-5-PA-S-Mu2, AH-5-PA-S-Mu3,
AH-5-PA-S-Mu4, AH-5-PA-S-Mu5
Core Content: AH-05-1.1.1 Students will identify or describe elements of music in a variety
of music.
DOK 3
Elements of music:
Rhythm – time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half,
quarter, eighth notes and rests), measure
Tempo – steady beat, slower or faster
Melody – shape, direction (pitches move up, down, by step, by skip, stay the same),
treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff),
high vs. low notes (pitches)
Harmony – parts (notes performed together to create harmony), major/minor
(aurally); unison (non-harmony)
Form – call and response, two-part (AB), three-part (ABA), round, verse/chorus,
repeat signs
Timbre (tone color) – recognize different qualities of musical sounds, orchestral
instruments by family - brass, woodwind, string, percussion, how instrument sounds
are produced, human voices (high voices, low voices)
Dynamics – soft (piano – p), medium soft (mezzo piano – mp), medium loud (mezzo forte
– mf), loud (forte – f)
AH-05-1.1.2 Students will identify and describe various styles of music (spirituals, game songs,
folk songs, work songs, lullabies, patriotic, bluegrass).
AH-05-4.1.1 Students will create and notate short, simple melodies that demonstrate melodic
shape/contour and meter.
AH-05-4.1.2 Students will create and perform simple melodic or rhythmic accompaniments to
given melodies.
AH-05-4.1.3 Students will improvise answers in similar style to given rhythmic and/or melodic
phrases.
AH-05-4.1.4 Students will sing and play alone simple rhythmic or tonal patterns by reading
music notation; be able to sustain own part in an ensemble.
AH-05-4.1.5 Students will sing alone and with others a varied repertoire of music.
Students will:
listen to and analyze how tempo is used in musical examples (TEMPO);
read, notate, perform, and create using all previously learned notes and
rests using a given time signature (RHYTHM);
recognize, analyze, or explain in writing the melody (shape, direction, treble
clef sign, pitch notation, high vs. low notes) of selected written examples and
simple listening examples (MELODY);
listen to and analyze Major/minor and unison/parts (HARMONY);
analyze or explain in writing call and response, two-part (AB), three-part
(ABA), round, verse/chorus in written music and by listening (FORM);
analyze or explain in writing using Italian terminology the dynamics used in
a given piece of music (DYNAMICS); and
review the different qualities of musical sounds, review orchestral
instruments by family (brass, woodwind, string, percussion), review how
instrument sounds are produced, review human voices (high voices, low
voices) and describe instruments used in Native American, Traditional
Appalachian, and West African music and instruments used during the
Colonial American period. (TIMBRE).
Students will listen to, identify, and describe in writing the various styles of
music (spirituals, game songs, folk songs, lullabies, patriotic, bluegrass) with
particular reference to the music elements.
Fifth Grade
Humanity and Purposes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.24, 2.25, 2.26
Program of Studies: Enduring Knowledge – Understandings – AH-5-HA-U-1, AH-5-HA-U2, AH-5-HA-U-3, AH-5-PCA-U-1, AH-5-PCA-U-2, AH-5-PCA-U-3
Skills and Concepts – Music – AH-5-HA-S-Mu1, AH-5-HA-S-Mu2,
AH-5-HA-S-Mu3, AH-5-PCA-S-Mu1, AH-5-PCA-S-Mu2
Core Content: AH-05-2.1.1 Students will identify how music has been a part of cultures
and periods throughout history. DOK 2
Cultures: Native American, Traditional Appalachian, West African
Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of
elements of music among cultures (musical instruments, e.g., Native American – rattles,
drums flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles,
thumb piano); polyrhythm in West African music not in Native American
Periods: Colonial American (e.g., work songs, game songs, patriotic music, lullaby, folk
music)
Native American includes period in North America before European settlement
European influences in American music, similarities between the music in the American
colonies and the cities of Europe (The influence of Europe was very strong in the colonies
due to the movement of settlers from Europe to America.)
AH-05-3.1.1 Students will identify how music fulfills a variety of purposes.
DOK 2
Purposes of music (different roles of music)
Ceremonial – music created or performed for rituals or celebrations (e.g., patriotic music,
music for worship)
Recreational – music for entertainment (e.g., music for play such as game songs, music for
dances and social events, music for physical activities, music as a hobby)
Artistic Expression – music created with the intent to express or communicate one’s
emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting
for an audience)
Students will identify how music has been a part of cultures and periods
throughout history with particular attention to Native American, Traditional
Appalachian, and West African music and music from the Colonial American
period and will explain similarities and differences in the music with reference
to the music elements and to the purposes of the music from each of the
cultures and time periods.
Students will recognize the European influence on Colonial American music.
Students will identify how music fulfills a variety of purposes.
Sixth Grade Music Curriculum
Barren County Schools
Mastery of each skill/concept should be achieved by the completion of the grade in which
the skill/concept is listed. The grade in which students will begin each skill/concept will
be left to the discretion of the teacher. In most instances, the skill/concept will be
introduced/practiced at least one grade level before mastery is expected.
Based on The Program of Studies 2006 and Core Content 4.1
Structure and Processes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.23, 2.25
Program of Studies: Enduring Knowledge - Understandings – AH-6-SA-U-1,
AH-6-SA-U-3, AH-6-SA-U-4, AH-6-PA-U-1, AH-6-PA-U-2, AH-6-PA-U-3, AH-6-PA-U-4
Skills and Concepts – Music – AH-6-SA-S-Mu1, AH-6-SA-S-Mu2,AH-6-SA-S-Mu3,
AH-6-SA-S-Mu4, AH-6-SA-S-Mu5, AH-6-PA-S-Mu1, AH-6-PA-S-Mu2, AH-6-PA-S-Mu3,
AH-6-PA-S-Mu4, AH-6-PA-S-Mu5, AH-6-PA-S-Mu6
Core Content: AH-06-1.1.1 Students will identify or describe the use of elements in a
variety of music.
DOK 2
Elements of music:
Rhythm – syncopation, time signature (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole,
half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter
note)
Tempo – Allegro, Moderato, Largo, Presto
Melody – melodic phrase, treble and bass clef signs, pitch notation: letter names on
grand staff, natural sign, sharp sign, flat sign
Harmony – triads (chords)
Form – AB, ABA, call and response
Timbre (tone color) – distinctive sounds of instruments, instrument families and voice
parts (soprano, alto, tenor, bass)
Dynamics – crescendo, decrescendo, dynamic markings/symbols: pp, p, mp, mf, f, ff, < , >
AH-06-1.1.2 Students will identify instruments according to classifications,
Family – brass, woodwind, string, percussion
Voices – soprano, alto, tenor, bass
Folk – instruments used in folk music
Orchestral – instruments used in contemporary orchestral settings
AH-06-1.1.3 Students will identify or explain various styles of music (gospel, Broadway
musicals, blues, jazz, popular, marches, ballads).
AH-06-4.1.1 Students will create and notate in similar style answers to musical phrases.
AH-06-4.1.2 Students will improvise variations on given melodies.
AH-06-4.1.3 Students will compose and notate short pieces of music demonstrating
unity/variety, tension/release and balance.
AH-06-4.1.4 Students will use a variety of sound sources to create and perform music.
AH-06-4.1.5 Students will sing or play alone and sustain own part in an ensemble, a given
piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef
(with practice).
Students will:
listen to more complex pieces of music and describe in writing the tempo;
identify and describe syncopation, 6/8 time, sixteenth notes, sixteenth rests,
and dotted quarter notes (RHYTHM);
identify or describe melodic phrase, treble and bass clef signs, pitch notation
(letter names on grand staff), natural sign, sharp sign, flat sign, key signature,
key signatures of C Major, G Major, and F Major (MELODY);
identify and describe triads (chords, I, IV, V) (HARMONY);
recognize and identify rondo and theme and variations (FORM);
identify and describe voice parts (soprano, alto, tenor, bass) and recognize
the unique sounds of Latin American & Asian traditional instruments
(TIMBRE); and
identify or describe crescendo, decrescendo (DYNAMICS).
Students will listen to/perform and be able to identify or explain the following
styles of music: gospel, Broadway musicals, blues, jazz, popular, marches,
ballads.
Sixth Grade
Humanity and Purposes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.24, 2.25, 2.26
Program of Studies: Enduring Knowledge – Understandings – AH-6-HA-U-1,
AH-6-HA-U-2, AH-6-HA-U-3, AH-6-PCA-U-1, AH-6-PCA-U-2, AH-6-PCA-U-3,
AH-6-HA-S-Mu4
Skills and Concepts – Music – AH-6-HA-S-Mu1, AH-6-HA-S-Mu2, AH-6-HA-S-Mu3,
AH-6-PCA-S-Mu1, AH-6-PCA-S-Mu2
Core Content: AH-06-2.1.1 Students will analyze or explain how diverse cultures and
time periods are reflected in music.
DOK 3
Cultures: Latin American – Blending of cultural traditions can create new traditions
reflecting multiple cultures
Latin American characteristics reflected in music of United States (e.g., clave rhythm,
the popularity of Latin musical styles, such as samba, salsa, cha-cha, etc.,) in the U.S.
Spanish influence on Mexican music (e.g., Mexican use of traditional Spanish musical
instruments)
Asian – Isolation of culture or region results in a unique musical tradition (e.g.,
unique and distinctive sounds of traditional Asian music and instruments, e.g., Japanese
koto, Indian sitar)
AH-06-3.1.1 Students will identify or explain how music fulfills a variety of purposes.
DOK 2
Purposes of music (different roles of music)
Ceremonial – music created or performed for rituals or celebrations (e.g., patriotic
music, music for worship)
Recreational – music for entertainment (e.g., music for play such as game songs, music
for dances and social events, music for physical activities, music as a hobby)
Artistic Expression – music created with the intent to express or communicate one’s
emotions, feelings, ideas, experience (e.g., music created and performed in a concert
setting for an audience)
Students will analyze or explain how diverse cultures and time periods are
reflected in music with particular attention to Latin American music
(including the Spanish influence on Mexican music and characteristics
reflected in music of the United States) and styles (samba, salsa, cha-cha) and
Asian music.
Students will identify and explain how music fulfills a variety of purposes.