CREATING
Imagine
Generate and conceptualize artistic ideas and work.
Standard: MU:Cr1.1.2a
Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
Enduring Understanding
The creative ideas, concepts, and feelings that influence musicians’ work
emerge from a variety of sources.
Essential Question
How do musicians generate creative ideas?
Knowledge:
Skills:
Structure
pitch patterns, rhythmic patterns, variation, rhythmic and melodic ostinati
Call and Response
Question/Answer
Dynamics
Melodic direction
Performing
Use of chanting, moving, singing, and playing grade level skills
Echo simple rhythmic and melodic patterns
Context
Understanding of accompaniment to the lyrics of a piece or the perceived
meaning behind an instrumental piece.
Within a framework of four beats repeated, students perform an
improvised melodic pattern on a melodic instrument set to the pentatonic
scale (possibly as an introduction, as a bridge, or as a call and response).
Within a framework of four beats repeated, students perform an
improvised rhythmic pattern (possibly as an introduction, as a bridge, or as
a call and response).
Determine the meaning of story and/or character development, personal
influence, call & response and use an instrument (classroom, vocal, etc.) to
improvise accordingly.
Creating
Improvise rhythmic and melodic variations on given simple melodies
Improvise simple harmonic and rhythmic accompaniments
Improvise short songs and instrumental pieces using a variety of sound
sources, including traditional or classroom sounds, body percussion, and
sounds produced by electronic means
Evaluation Criteria
Music is created in many ways
Music is created for many purposes and reasons
Students explore musical sources freely using found sounds, electronic
sounds, or sounds from voice or instruments found in classroom
remembering to use sound and silence.
Within a framework provided by the teacher of four beats that may or may not
repeat to create eight beats, the student will improvise a rhythm or melody
appropriately on the beat at the tempo moderato or largo.
Advanced students can improvise eight to sixteen beats at a tempo of allegro or
largo.
Students listen to an improvised four pitch melodic pattern (i.e. do-re-dore) and perform the melody back using the correct syllables, hand signs,
and are on the correct pitch as used within the classroom. Students are
able to notate the improvised melody on a staff.
Aural & notational skills
Use of grade level rhythm and pitches
Students listen to an improvised four beat rhythmic pattern (i.e. ta-titi-tatiti) and perform the rhythm back using the correct syllables as used within
the classroom. Students are able to notate the improvised rhythm.
Evaluating
Use of appropriate/inappropriate responses to a call or question
Students are able to listen to a student performing an improvised rhythm
or melody and determine if the student was on the beat, performed four
beats, performed on the instrument with proper technique.
Vocabulary
call and response
Knowledge and Skills
PreK-2
page 1
repetition
contrast (high and low, loud and soft, etc.)
Pattern
Ostinato
Repeat
Call & Response
AB Form
Beat
Rhythm
Sound
Silence
Long
Short
Fermata
Quarter (ta)* note
Quarter rest
Eighth (ti)* note
Eighth (titi)* notes
Melody
Up
Down
Repeated notes
Step
Skip
Dynamics
Loud
Soft
Forte
Piano
Crescendo
Decrescendo
body percussion
Standard: MU:Cr1.125b
Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and
meter (such as duple and triple).
Enduring Understanding
The creative ideas, concepts, and feelings that influence musicians’ work
emerge from a variety of sources.
Essential Question
How do musicians generate creative ideas?
Knowledge:
Skills:
Structure
meter, tempo, tonality
Performing
Use of chanting, moving, singing, and playing grade level skills
Context
Alone or as part of a group
Evaluation Criteria
Music is created in many ways
Music is created for many purposes and reasons
Creating
Students improvise rhythmic or melodic phrases in duple and triple meter
Improvise simple harmonic and rhythmic accompaniments within specified
guidelines and major and minor tone sets
Create and arrange short songs and instrumental pieces within specified
guidelines and major and minor tone sets
Use a variety of sound sources when composing and arranging
Aural & notational skills
Create short pieces within specified guidelines, demonstrating the use of
Knowledge and Skills
PreK-2
page 2
the elements of music and use of grade level rhythm and pitches
Evaluating
Appropriate/inappropriate use of musical ideas within established
guidelines i.e. major/minor, duple/triple
Vocabulary
Pitch
Rhythm
Major/minor
duple/ triple
time signature
tempo
steps/skips
unison/harmony
legato/staccato
ostinato
cannon/round
Plan and Make
Select and develop musical ideas for defined purposes and contexts
Standard: MU:Cr2.1.2a
Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive
intent
Enduring Understanding
Musicians’ creative choices are influenced by their expertise, context, and
expressive intent.
Essential Question
How do musicians make creative decisions?
Knowledge:
Skills:
Structure
dynamics, meter, tempo, articulation, texture (thick or thin), style
Performing
Use of chanting, moving, singing, and playing grade level skills
Context
Creating
Students will create music to evoke an emotion, imitate a style, or make a
connection to something in their life.
Create music to accompany readings and dramatizations
Evaluation Criteria
Music is created for many purposes and reasons
The elements of music are organized in different ways to demonstrate
meaning and emotion and represent ideas/mental images
Aural & notational skills
Use of grade level rhythm and pitches
Use of traditional, iconic or invented musical symbols to represent
expressive intent
Identify symbols and traditional terms referring to dynamics, tempo, and
articulation and interpret them correctly when performing
Identify simple musical devices, such as form, contrast, and texture
Evaluating
Musical choices appropriately/inappropriately reflect expressive intent/
mental image of mood, action, character, event or emotion, i.e. happy vs.
sad, heavy vs. light, etc.
Appropriate/inappropriate explain of musical decisions and means used to
evoke feelings and emotions
Vocabulary
tempo
Knowledge and Skills
PreK-2
page 3
expression
dynamics (piano/forte)
staccato/legato
tempo (fast/slow)
pitch (high/low)
rhythm (short/long)
major/minor
form
contrast
texture
Standard: MU:Cr2.1.2b
Use iconic or standard notation and/or recording technology to combine, sequence, and document personal
musical ideas
.
Enduring Understanding
Musicians’ creative choices are influenced by their expertise, context, and
expressive intent.
Essential Question
How do musicians make creative decisions?
Knowledge:
Skills:
Structure
Beat ,divided beat, note letter names (beginning/limited staff notation,
limited traditional terms and symbols, iconic representation of high/low,
short/long, etc.)
Performing
Use of chanting, moving, singing, and playing grade level skills
Context
Aural & notational skills
Use a system (syllables, numbers, or letters) to read simple pitch notation
(app. M6th range) in the treble/do clef staff
Use standard symbols of two beamed eighth notes, quarter, half, dotted
half, whole note, quarter rest, half rest, whole rest, time signature, piano
and forte dynamic markings to represent musical ideas
Develop or use existing iconic system to represent understanding of
organized musical ideas to notate meter, rhythm, pitch, and dynamics in
pattern and/or song
Identify simple musical devices, such as form, contrast, and texture
Evaluation Criteria
Music is documented visually and aurally so that it can be preserved,
shared with and performed by others
Creating
Evaluating
Appropriately/inappropriately use traditional or iconic notation to convey
musical ideas
Vocabulary
Beat
rhythm
Eighth notes
Quarter note/rest
Half note/rest
Dotted half note/rest
Whole note/rest
form
repetition
contrast
texture
staff
lines
spaces
step/skip
time signature
measure
bar line
repeat
Knowledge and Skills
PreK-2
page 4
Knowledge and Skills
PreK-2
page 5
Evaluate and Refine
Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria.
Standard: MU:Cr3.1.2a
Interpret and apply personal, peer, and teacher feedback to revise personal music.
Enduring Understanding
Musicians evaluate, and refine their work through openness to new ideas,
persistence, and the application of appropriate criteria.
Essential Question
How do musicians improve the quality of their creative work?
Knowledge:
Skills:
Structure
Performing
Use of chanting, moving, singing, and playing grade level skills
Creating
Context
Rehearsal, classroom, performance
Aural & notational skills
Evaluation Criteria
Feedback, refine
Evaluating
Devise criteria for evaluating the quality and effectiveness of music
performances and compositions and apply the criteria to refine their
personal listening, composing, performing, work and work habits
Evaluate the quality of their own and others performances and offer
constructive suggestions for improvement
Evaluate a performance, composition, arrangement, or improvisation by
comparing it to similar or exemplary model
Vocabulary
Present
Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
Standard: MU:Cr3.2.2b
Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to
peers or informal audience.
Enduring Understanding
Musicians’ presentation of creative work is the culmination of a process of
creation and communication
Essential Question
When is creative work ready to share?
Knowledge:
Skills:
Structure
Listeners understanding of expressive intent
Performing
Perform (movement, singing, playing) accompanied or unaccompanied
Perform independently, on pitch, and in rhythm with clear diction, and
posture, and maintain a steady tempo
Context
Concert, recital, open house, class/in-school/peer sharing, community
event
Evaluation Criteria
Music is created for many purposes and reasons and communicated so
others can understand meaning
Use appropriate terminology in explaining music, music notation, music
instruments, and expressive intent
Knowledge and Skills
.
Creating
Aural & notational skills
Use appropriate criteria and well-written descriptions of performance to
plan and monitor their own work/preparation procedures
Identify specific elements of what listeners will learn, respond to, and have
personal involvement with in presentation experience
Evaluating
Develop criteria for evaluating the quality and effectiveness of music
PreK-2
page 6
performances and compositions and apply the criteria to their personal
listening, composing, and performing
Evaluate preparation of a performance, composition, arrangement, or
improvisation by comparing it to similar or exemplary models
Vocabulary
posture
diction
expression
stage presence
confidence
performing/performer
audience
feedback/response
refine
PERFORMING
Select
Select varied musical works to present based on interest, knowledge, technical skill, and context.
Standard: MU:Pr4.1.2a
Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
.
Enduring Understanding
Performers interest in and knowledge of musical works, understanding of
their own technical skill, and the context for a performance influence the
selection of repertoire.
Essential Question
How do performers select repertoire?
Knowledge:
Skills:
Structure
terminology in explaining music, music notation, music
instruments, and expressive intent
Performing
Context
Aural & notational skills
Identify the sounds of a variety of instruments as well as male and
female adult voices
Identify phrases and sections of music that are the same, similar, and/or
different
Identify simple music forms upon listening to a given example
Demonstrate perceptual skills by listening to, answering questions about,
and describing music of various styles representing diverse cultures
Use appropriate terminology in explaining music, music notation, music
instruments and voices, and music performances
Identify the sounds of a variety of instruments, including many orchestra
and band instruments, as well as male and female adult voices
Respond through purposeful physical movement to selected prominent
music characteristics or to specific music events while listening to music
Creating
Evaluation Criteria
Demonstrate behavior appropriate for the context and style of music
performed
Respond to prominent music characteristics or to specific music events
while listening to music
Explain, using appropriate music terminology, personal preferences for
specific musical works and styles
Vocabulary
Interpret
Develop personal interpretations that consider creators’ intent.
Standard: MU:Pr4.3.2a
Knowledge and Skills
PreK-2
page 7
Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use
them to convey expressive intent
Enduring Understanding
Performers make interpretive decisions based on their understanding of
context and expressive intent.
Essential Question
How do performers interpret musical works?
Knowledge:
Skills:
Structure: form, tempo, style, melodic direction, dynamics
Performing
Context: cultural and historical influences
Creating: Students explore music through movement, demonstrating
understanding of musical qualities through the movements they create.
Evaluation Criteria: Do student movements reflect the music (stop/go;
fast/slow; smooth/bouncy; loud/quiet; heavy/light; etc.)?
Aural & notational skills: Students begin by imitating teacher
movements and move into developing their own movements in response
to musical stimuli. Students demonstrate understanding of the expressive
qualities of music through movement.
Vocabulary: Sound vs. Silence; Loud vs. Quiet; Fast vs. Slow; Smooth vs. Bouncy; Heavy vs. Light
Knowledge and Skills
PreK-2
page 8
Rehearse, Evaluate, Refine
Evaluate and refine personal and ensemble performances, individually or in collaboration with others.
Standard: MU:Pr5.1.2a
Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances
.
Enduring Understanding
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.
Essential Question
How do musicians improve the quality of their performance?
Knowledge:
Skills:
Structure: listening, singing, performing, tempo, style, articulation,
melody, rhythm
Performing: Students will perform age/developmentally appropriate
repertoire and will reflect on their performance through guided questions
from the teacher.
Context:
Creating
Evaluation Criteria: students will reflect on their performance and make
adjustments to the performance and present changes in future
performances.
Aural & notational skills: Students will reflect on their performance
based on questioning from the teacher (did you use your singing voice?
Did you sing quietly? Did your voice sound the same or different than my
voice? Etc.)
Vocabulary: rubric, checklist, feedback, refine, revise
.
MU:Pr5.1.2b
Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.
Enduring Understanding
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.
Essential Question
How do musicians improve the quality of their performance?
Knowledge:
Skills:
Structure: listening, singing, performing, tempo, style, articulation,
melody, rhythm
Performing: Students will perform age/developmentally appropriate
repertoire and will reflect on their performance through guided questions
from the teacher.
Context
Creating: students will explore different techniques to conquer the
technical challenges of age/developmentally appropriate repertoire
Evaluation Criteria: students will reflect on their performance and make
adjustments to the performance and present changes in future
performances.
Aural & notational skills: Students will reflect on their performance
based on questioning from the teacher and through discussion about the
technical aspects of their performance.
Vocabulary: rubric, checklist, feedback, refine, revise
Knowledge and Skills
PreK-2
page 9
Present
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.
Standard: MU:Pr6.1.2a
Perform music for a specific purpose with expression and technical accuracy.
Enduring Understanding
Musicians judge performance based on criteria that vary across time,
place, and cultures. The context and how a work is presented influence
the audience response.
Essential Question
When is a performance judged ready to present? How do context and the
manner in which musical work is presented influence audience response?
Knowledge:
Skills:
Structure
Performing: Students will perform age/developmentally appropriate
repertoire through movement, singing, and/or playing with a focus on
appropriate dynamics, phrasing, and interpretation, as well as technical
accuracy
Context: listening, singing, performing, tempo, style
Evaluation Criteria: Students are evaluated based on their performance
through a rubric that addresses the specific skills the teacher chooses to
assess during the specific performance
Creating
Aural & notational skills: Students begin by learning
age/developmentally appropriate repertoire through rote learning and
move towards performance with a focus on posture, breathing, stage
presence, performance techniques, tone quality
Vocabulary: posture, breathing, singing voice, dynamics, phrasing, performance techniques, tone quality, tuning, stage presence,
Standard: MU:Pr6.1.2b
Perform appropriately for the audience and purpose.
Enduring Understanding
Musicians judge performance based on criteria that vary across time,
place, and cultures. The context and how a work is presented influence
the audience response.
Essential Question
When is a performance judged ready to present? How do context and the
manner in which musical work is presented influence audience response?
Knowledge:
Skills:
Structure
Performing: Students will perform age/developmentally appropriate
repertoire through movement, singing, and/or playing with a focus on
appropriate dynamics, phrasing, and interpretation, as well as technical
accuracy
Context: listening, singing, performing, tempo, style, purpose, audience
Evaluation Criteria: Students are evaluated based on their performance
through a rubric that addresses the specific skills the teacher chooses to
assess during the specific performance
Creating
Aural & notational skills: Students begin by learning
age/developmentally appropriate repertoire through rote learning and
move towards performance with a focus on posture, breathing, stage
presence, performance techniques, tone quality
Vocabulary: posture, breathing, singing voice, dynamics, phrasing, performance techniques, tone quality, tuning, stage presence, purpose, audience
Knowledge and Skills
PreK-2
page 10
RESPONDING
Select
Choose music appropriate for a specific purpose or context.
Standard: MU:Re7.1.2a
Explain and demonstrate how personal interests and experiences influence musical selection for specific
purposes.
Enduring Understanding
Individuals' selection of musical works is influenced by their interests,
experiences, understandings, and purposes.
Essential Question
How do individuals choose music to experience?
Knowledge:
Skills:
Structure: form, texture, timbre, dynamics, instrumentation, style
Performing
Context: style, historical periods, purpose
Creating
Evaluation Criteria: teachers will evaluate student responses based on a
rubric that addresses the use of musical language used to respond to the
question of musical preference without passing judgment on the students’
preferences.
Aural & notational skills: teachers will choose age/developmentally
appropriate repertoire and discuss the characteristics of the music in
age/developmentally appropriate language and will guide the students to
select and state preferences for the music used in the classroom.
Students will be able to discuss, using age/developmentally appropriate
musical language, what sort of music they like personally and why.
Vocabulary: Sound vs. Silence; Loud vs. Quiet; Fast vs. Slow; Smooth vs. Bouncy; Heavy vs. Light
Analyze
Analyze how the structure and context of varied musical works inform the response.
Standard: MU:Re7.2.2a
Describe how specific music concepts are used to support a specific purpose in music.
Enduring Understanding
Response to music is informed by analyzing context (social, cultural, and
historical) and how creators and performers manipulate the elements of
music.
Essential Question
How does understanding the structure and context of music inform a
response?
Knowledge:
Skills:
Structure: rhythm, melody, style, tempo, dynamics, texture, articulation
Performing: students will demonstrate through movement their responses
to music and will be able to articulate at an age/developmentally
appropriate level why they made the movement choices they made based
on the music they heard.
Context: purpose, style, culture, historical time period, purpose
Evaluation Criteria: students will be evaluated based on their responses
to music and their ability to discuss how musical concepts support the
purpose of the music.
Creating
Aural & notational skills: students will demonstrate knowledge of
different musical styles, time periods, forms, etc. through movement,
discussion, performance practices, etc.
Vocabulary: rhythm, melody, timbre, tonality, tempo, style, form, purpose, march, lullaby, ceremonial music, other specific types of music
Knowledge and Skills
PreK-2
page 11
Interpret
Support interpretations of musical works that reflect creators’/performers’ expressive intent.
Standard: MU:Re8.1.2a
Demonstrate knowledge of music concepts and how they support creators’/
performers’ expressive intent .
Enduring Understanding
Through their use of elements and structures of music, creators and
performers provide clues to their expressive intent.
Essential Question
How do we discern the musical creators’ and performers’ expressive
intent?
Knowledge:
Skills:
Structure: dynamics, form, melody, tempo, style
Performing: students will demonstrate through movement their
responses to music and will be able to articulate at an
age/developmentally appropriate level why they made the movement
choices they made based on the music they heard.
Context
Evaluation Criteria: students will be evaluated on the connections
between their movement responses and/or their discussions of the music
and how it connects to the musical selections.
Creating
Aural & notational skills: students will be able to discuss using musical
language the characteristics of the music they hear and/or perform.
Vocabulary: rhythm, melody, timbre, tonality, tempo, style, form
Knowledge and Skills
PreK-2
page 12
Evaluate
Support Evaluation Criterias of musical works and performances based on analysis, interpretation, and established criteria.
Standard: MU:Re9.1.2a
Apply personal and expressive preferences in the Evaluation Criteria of music for specific purposes.
Enduring Understanding
The personal Evaluation Criteria of musical work(s) and performance(s) is
informed by analysis, interpretation, and established criteria.
Essential Question
How do we judge the quality of musical work(s) and performance(s)?
Knowledge:
Skills:
Structure: rhythm, pitch, dynamics, form, blend, balance
Performing: students perform (movement, singing, playing)
age/developmentally appropriate repertoire and reflect on their
performances
Context:
Evaluation Criteria: students will reflect on their performance and make
adjustments to the performance and present changes in future
performances.
Creating: students create responses to music and explain decisions for
choosing their responses using musical vocabulary at an
age/developmentally appropriate level.
Aural & notational skills
Vocabulary: balance, blend, melody, rhythm, posture, breathing, technique
Knowledge and Skills
PreK-2
page 13