Courses of Study

Creating
Imagine
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 21
Learning Activities: 4
Classroom Resources: 17
1) Create musical ideas for a specific purpose.

Example: Improvise four-beat patterns in question and answer form.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 3
Classroom Resources: 3
2) Generate musical ideas in multiple tonalities and meters.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and major and minor tone sets, as well as duple and triple meter.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Imagine
Essential Questions:
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Plan and Make
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 1
Learning Activities: 1
3) Demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 5
Classroom Resources: 5
4) Organize personal musical ideas using iconic notation and/or recording technology.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Evaluate and Refine
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
5) Discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Evaluate and Refine
Essential Questions:
EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Present
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 1
Classroom Resources: 1
6) Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Present
Essential Questions:
EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Performing
Select
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
7) Demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select
Essential Questions:
EU: 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.
EQ: How do performers select repertoire?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
    • March = staccato, forte; lullaby = legato, piano).
Analyze
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 9
Learning Activities: 3
Classroom Resources: 6
8) Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.

Example: Respond with purposeful movement to reflect the melodic contour of a piece of music.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Analyze
Essential Questions:
EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
    • March = staccato, forte; lullaby = legato, piano).
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 5
Classroom Resources: 5
9) Read and perform rhythmic patterns using iconic or standard notation.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Analyze
Essential Questions:
EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
    • March = staccato, forte; lullaby = legato, piano).
Interpret
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 4
Classroom Resources: 4
10) Demonstrate and describe music's expressive qualities.

Example: Identify the tempo of a piece of music in a listening example.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Interpret
Essential Questions:
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
    • March = staccato, forte; lullaby = legato, piano).
Rehearse, Evaluate, and Refine
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
11) Apply personal, teacher, and peer feedback to refine performances.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Rehearse, Evaluate, and Refine
Essential Questions:
EU: 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.
EQ: How do musicians improve the quality of their performance?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
    • March = staccato, forte; lullaby = legato, piano).
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
12) Recall and apply suggested strategies in rehearsal.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Rehearse, Evaluate, and Refine
Essential Questions:
EU: 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.
EQ: How do musicians improve the quality of their performance?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
    • March = staccato, forte; lullaby = legato, piano).
Present
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 4
Classroom Resources: 4
13) Perform music for a specific purpose with expression.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: 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.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
    • March = staccato, forte; lullaby = legato, piano).
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 3
Classroom Resources: 3
14) Perform appropriately for the audience and specific occasion.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: 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.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
    • March = staccato, forte; lullaby = legato, piano).
Responding
Select
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
15) Identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Select
Essential Questions:
EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
Creating
  • Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
Reading/ Writing
  • Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
Responding/ Evaluating
  • Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Analyze
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 14
Classroom Resources: 14
16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.

Example: Move in response to repeated phrases music and justify choices made.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Analyze
Essential Questions:
EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
Creating
  • Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
Reading/ Writing
  • Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
Responding/ Evaluating
  • Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Interpret
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 6
Classroom Resources: 6
17) Demonstrate and identify expressive qualities that reflect creators'/performers' expressive intent.

Example: Play instruments to reflect dynamics in a piece of music.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Interpret
Essential Questions:
EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
Creating
  • Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
Reading/ Writing
  • Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
Responding/ Evaluating
  • Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Evaluate
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 3
Classroom Resources: 3
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
Creating
  • Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
Reading/ Writing
  • Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
Responding/ Evaluating
  • Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Connecting
Arts Education (2017)
Grade(s): 1
Music: General
All Resources: 0
19) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Essential Questions:
EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
EQ: How do musicians make meaningful connections to creating, performing, and responding?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Perform traditional Native American music and dances, focusing on tribes that are indigenous to Alabama.
  • Perform music related to the Civil Rights Movement and describe its significance.
Creating
  • Create a sound carpet for a Native American folk tale.
Reading/ Writing
  • Using knowledge of expressive qualities, choose music from Western cultural traditions (march, lullaby, etc.) to create a ballet based on a fairy tale or other story.
Responding/ Evaluating
  • Analyze the meaning and significance of lyrics found in music of the Civil Rights movement.