Courses of Study

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Imagine

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Chant, move, play, and sing grade level skills.
• Echo simple rhythmic patterns.
• Echo a three-pitch melodic pattern using the correct syllables and hand signs.

Creating

• Perform an improvised rhythmic pattern within a framework of four beats.
• Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
• 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.
• Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.

Reading/ Writing

• Create a visual representation of sound.

Responding/ Evaluating

• Respond to a musical call or question with an age- appropriate musical answer.
• Evaluate peer performance to determine steady beat/no steady beat.

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Chant, move, play, and sing grade level skills.
• Echo simple rhythmic patterns.
• Echo a three-pitch melodic pattern using the correct syllables and hand signs.

Creating

• Perform an improvised rhythmic pattern within a framework of four beats.
• Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
• 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.
• Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.

Reading/ Writing

• Create a visual representation of sound.

Responding/ Evaluating

• Respond to a musical call or question with an age- appropriate musical answer.
• Evaluate peer performance to determine steady beat/no steady beat.

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Chant, move, play, and sing grade level skills.
• Echo simple rhythmic patterns.
• Echo a three-pitch melodic pattern using the correct syllables and hand signs.

Creating

• Perform an improvised rhythmic pattern within a framework of four beats.
• Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
• 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.
• Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.

Reading/ Writing

• Create a visual representation of sound.

Responding/ Evaluating

• Respond to a musical call or question with an age- appropriate musical answer.
• Evaluate peer performance to determine steady beat/no steady beat.

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Chant, move, play, and sing grade level skills.
• Echo simple rhythmic patterns.
• Echo a three-pitch melodic pattern using the correct syllables and hand signs.

Creating

• Perform an improvised rhythmic pattern within a framework of four beats.
• Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
• 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.
• Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.

Reading/ Writing

• Create a visual representation of sound.

Responding/ Evaluating

• Respond to a musical call or question with an age- appropriate musical answer.
• Evaluate peer performance to determine steady beat/no steady beat.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Evaluate and Refine

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?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Chant, move, play, and sing grade level skills.
• Echo simple rhythmic patterns.
• Echo a three-pitch melodic pattern using the correct syllables and hand signs.

Creating

• Perform an improvised rhythmic pattern within a framework of four beats.
• Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
• 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.
• Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.

Reading/ Writing

• Create a visual representation of sound.

Responding/ Evaluating

• Respond to a musical call or question with an age- appropriate musical answer.
• Evaluate peer performance to determine steady beat/no steady beat.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Present

EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Chant, move, play, and sing grade level skills.
• Echo simple rhythmic patterns.
• Echo a three-pitch melodic pattern using the correct syllables and hand signs.

Creating

• Perform an improvised rhythmic pattern within a framework of four beats.
• Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
• 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.
• Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.

Reading/ Writing

• Create a visual representation of sound.

Responding/ Evaluating

• Respond to a musical call or question with an age- appropriate musical answer.
• Evaluate peer performance to determine steady beat/no steady beat.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Select

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?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
• Demonstrate a steady beat and maintain it while performing.
• Sing using head voice and appropriate posture.
• Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.

Creating

• Create a wide variety of vocal and instrumental sounds.

Reading/ Writing

• Explore connections between sound and its visual representation.

Responding/ Evaluating

• Move to music of various and contrasting styles, composers and cultures.
• Demonstrate audience behavior appropriate for the context and style of music performed.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Analyze

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?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
• Demonstrate a steady beat and maintain it while performing.
• Sing using head voice and appropriate posture.
• Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.

Creating

• Create a wide variety of vocal and instrumental sounds.

Reading/ Writing

• Explore connections between sound and its visual representation.

Responding/ Evaluating

• Move to music of various and contrasting styles, composers and cultures.
• Demonstrate audience behavior appropriate for the context and style of music performed.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Interpret

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
• Demonstrate a steady beat and maintain it while performing.
• Sing using head voice and appropriate posture.
• Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.

Creating

• Create a wide variety of vocal and instrumental sounds.

Reading/ Writing

• Explore connections between sound and its visual representation.

Responding/ Evaluating

• Move to music of various and contrasting styles, composers and cultures.
• Demonstrate audience behavior appropriate for the context and style of music performed.

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Rehearse, Evaluate, and Refine

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?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
• Demonstrate a steady beat and maintain it while performing.
• Sing using head voice and appropriate posture.
• Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.

Creating

• Create a wide variety of vocal and instrumental sounds.

Reading/ Writing

• Explore connections between sound and its visual representation.

Responding/ Evaluating

• Move to music of various and contrasting styles, composers and cultures.
• Demonstrate audience behavior appropriate for the context and style of music performed.

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Rehearse, Evaluate, and Refine

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?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
• Demonstrate a steady beat and maintain it while performing.
• Sing using head voice and appropriate posture.
• Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.

Creating

• Create a wide variety of vocal and instrumental sounds.

Reading/ Writing

• Explore connections between sound and its visual representation.

Responding/ Evaluating

• Move to music of various and contrasting styles, composers and cultures.
• Demonstrate audience behavior appropriate for the context and style of music performed.

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

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?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
• Demonstrate a steady beat and maintain it while performing.
• Sing using head voice and appropriate posture.
• Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.

Creating

• Create a wide variety of vocal and instrumental sounds.

Reading/ Writing

• Explore connections between sound and its visual representation.

Responding/ Evaluating

• Move to music of various and contrasting styles, composers and cultures.
• Demonstrate audience behavior appropriate for the context and style of music performed.

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

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?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
• Demonstrate a steady beat and maintain it while performing.
• Sing using head voice and appropriate posture.
• Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.

Creating

• Create a wide variety of vocal and instrumental sounds.

Reading/ Writing

• Explore connections between sound and its visual representation.

Responding/ Evaluating

• Move to music of various and contrasting styles, composers and cultures.
• Demonstrate audience behavior appropriate for the context and style of music performed.

Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Components: Select

EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Perform songs of various genres while reflecting appropriate stylistic characteristics.

Creating

• Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.

Reading/ Writing

• Discuss, using musical language, the characteristics of the music they hear and/or perform.
• Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why.

Responding/ Evaluating

• Share ideas about musical selections of various and contrasting styles, composers and musical periods.
• Describe how sounds and music are used in our daily lives.
• Describe the difference between steady beat and rhythm.
• Identify and connect a concept shared between music and another curricular area.
• Identify and discuss various uses of music in the United States and the various meanings of the term "musician."
• Respond to sound with a drawing of how the sound makes them feel.
• Offer opinions about their own musical experiences and responses to music.
• Aurally identify flute, trumpet, violin, and piano.

Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Components: Analyze

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?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Perform songs of various genres while reflecting appropriate stylistic characteristics.

Creating

• Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.

Reading/ Writing

• Discuss, using musical language, the characteristics of the music they hear and/or perform.
• Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why.

Responding/ Evaluating

• Share ideas about musical selections of various and contrasting styles, composers and musical periods.
• Describe how sounds and music are used in our daily lives.
• Describe the difference between steady beat and rhythm.
• Identify and connect a concept shared between music and another curricular area.
• Identify and discuss various uses of music in the United States and the various meanings of the term "musician."
• Respond to sound with a drawing of how the sound makes them feel.
• Offer opinions about their own musical experiences and responses to music.
• Aurally identify flute, trumpet, violin, and piano.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Interpret

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?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Perform songs of various genres while reflecting appropriate stylistic characteristics.

Creating

• Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.

Reading/ Writing

• Discuss, using musical language, the characteristics of the music they hear and/or perform.
• Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why.

Responding/ Evaluating

• Share ideas about musical selections of various and contrasting styles, composers and musical periods.
• Describe how sounds and music are used in our daily lives.
• Describe the difference between steady beat and rhythm.
• Identify and connect a concept shared between music and another curricular area.
• Identify and discuss various uses of music in the United States and the various meanings of the term "musician."
• Respond to sound with a drawing of how the sound makes them feel.
• Offer opinions about their own musical experiences and responses to music.
• Aurally identify flute, trumpet, violin, and piano.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

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)?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud/ Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Perform songs of various genres while reflecting appropriate stylistic characteristics.

Creating

• Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.

Reading/ Writing

• Discuss, using musical language, the characteristics of the music they hear and/or perform.
• Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why.

Responding/ Evaluating

• Share ideas about musical selections of various and contrasting styles, composers and musical periods.
• Describe how sounds and music are used in our daily lives.
• Describe the difference between steady beat and rhythm.
• Identify and connect a concept shared between music and another curricular area.
• Identify and discuss various uses of music in the United States and the various meanings of the term "musician."
• Respond to sound with a drawing of how the sound makes them feel.
• Offer opinions about their own musical experiences and responses to music.
• Aurally identify flute, trumpet, violin, and piano.

Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

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?

Rhythm

• Steady beat
• Long/ Short
• One and two sounds per beat
• Silent beat

Melody

• High and low
• Pitch set: So, Mi
• Musical alphabet

Harmony

• Accompaniment/ no accompaniment

Form

• Like and unlike phrases
• Echo

Expression

• Speak, sing, shout, whisper
• Solo/ Group
• Unpitched percussion
• Flute, trumpet, violin, piano
• Loud /Soft
• Fast/ Slow

Other

• Age-appropriate audience and performer etiquette

Performing

• Sing patriotic songs from various time periods, i.e., "Yankee Doodle," "My Country 'Tis of Thee," and "This Land Is Your Land."
• March to the steady beat of America's National March, "Stars and Stripes Forever," while waving an American flag in accordance with appropriate flag etiquette.

Creating

• Create new verses with animal sounds while singing "Old MacDonald" to demonstrate knowledge of living things.

Reading/ Writing

• Sing "Rain, Rain Go Away" while following a written melodic contour and discuss how to respond to severe weather.

Responding/ Evaluating

• Analyze the lyrics of "The Star-Spangled Banner" to understand the story behind our National Anthem.
• Discuss the sequence of events after listening to "The Fox" to demonstrate how animals provide for their needs.

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Imagine

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

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

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.

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Imagine

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

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

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.

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions

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

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.

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions

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

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.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Evaluate and Refine

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?

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

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.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Present

EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?

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

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.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Select

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?

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

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).

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Analyze

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?

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

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).

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Analyze

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?

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

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).

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Interpret

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

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

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).

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Rehearse, Evaluate, and Refine

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?

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

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).

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Rehearse, Evaluate, and Refine

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?

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

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).

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

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?

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

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).

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

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?

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

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).

Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Components: Select

EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?

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

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.

Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Components: Analyze

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?

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

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.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Interpret

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?

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

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.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

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)?

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

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.

Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

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?

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

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.

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Imagine

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform original melodic patterns in do pentatonic as an introduction to a known song.
• Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.

Creating

• Create a melody on pitched instruments using speech rhythms from a selected poem.
• Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.

Reading/ Writing

• Notate speech rhythms from a selected poem, using iconic or standard notation.
• Using music composition software, create an original composition based on a personally selected topic.

Responding/ Evaluating

• Refine compositions based on self-evaluation of a recorded performance.
• Indicate dynamic markings for original compositions.

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Imagine

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform original melodic patterns in do pentatonic as an introduction to a known song.
• Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.

Creating

• Create a melody on pitched instruments using speech rhythms from a selected poem.
• Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.

Reading/ Writing

• Notate speech rhythms from a selected poem, using iconic or standard notation.
• Using music composition software, create an original composition based on a personally selected topic.

Responding/ Evaluating

• Refine compositions based on self-evaluation of a recorded performance.
• Indicate dynamic markings for original compositions.

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform original melodic patterns in do pentatonic as an introduction to a known song.
• Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.

Creating

• Create a melody on pitched instruments using speech rhythms from a selected poem.
• Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.

Reading/ Writing

• Notate speech rhythms from a selected poem, using iconic or standard notation.
• Using music composition software, create an original composition based on a personally selected topic.

Responding/ Evaluating

• Refine compositions based on self-evaluation of a recorded performance.
• Indicate dynamic markings for original compositions.

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform original melodic patterns in do pentatonic as an introduction to a known song.
• Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.

Creating

• Create a melody on pitched instruments using speech rhythms from a selected poem.
• Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.

Reading/ Writing

• Notate speech rhythms from a selected poem, using iconic or standard notation.
• Using music composition software, create an original composition based on a personally selected topic.

Responding/ Evaluating

• Refine compositions based on self-evaluation of a recorded performance.
• Indicate dynamic markings for original compositions.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Evaluate and Refine

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?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform original melodic patterns in do pentatonic as an introduction to a known song.
• Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.

Creating

• Create a melody on pitched instruments using speech rhythms from a selected poem.
• Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.

Reading/ Writing

• Notate speech rhythms from a selected poem, using iconic or standard notation.
• Using music composition software, create an original composition based on a personally selected topic.

Responding/ Evaluating

• Refine compositions based on self-evaluation of a recorded performance.
• Indicate dynamic markings for original compositions.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Evaluate and Refine

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?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform original melodic patterns in do pentatonic as an introduction to a known song.
• Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.

Creating

• Create a melody on pitched instruments using speech rhythms from a selected poem.
• Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.

Reading/ Writing

• Notate speech rhythms from a selected poem, using iconic or standard notation.
• Using music composition software, create an original composition based on a personally selected topic.

Responding/ Evaluating

• Refine compositions based on self-evaluation of a recorded performance.
• Indicate dynamic markings for original compositions.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Select

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?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform age-appropriate music with attention to expressive markings indicated in the printed music.

Creating

• Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.

Reading/ Writing

• Identify expressive markings in printed music.
• Identify meter marking in printed music.

Responding/ Evaluating

• Notate from dictation 8-beat rhythm patterns using standard notation.
• Perform short melodic patterns from standard or iconic notation.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Analyze

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?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform age-appropriate music with attention to expressive markings indicated in the printed music.

Creating

• Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.

Reading/ Writing

• Identify expressive markings in printed music.
• Identify meter marking in printed music.

Responding/ Evaluating

• Notate from dictation 8-beat rhythm patterns using standard notation.
• Perform short melodic patterns from standard or iconic notation.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Analyze

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?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform age-appropriate music with attention to expressive markings indicated in the printed music.

Creating

• Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.

Reading/ Writing

• Identify expressive markings in printed music.
• Identify meter marking in printed music.

Responding/ Evaluating

• Notate from dictation 8-beat rhythm patterns using standard notation.
• Perform short melodic patterns from standard or iconic notation.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Interpret

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform age-appropriate music with attention to expressive markings indicated in the printed music.

Creating

• Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.

Reading/ Writing

• Identify expressive markings in printed music.
• Identify meter marking in printed music.

Responding/ Evaluating

• Notate from dictation 8-beat rhythm patterns using standard notation.
• Perform short melodic patterns from standard or iconic notation.

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Rehearse, Evaluate, and Refine

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?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform age-appropriate music with attention to expressive markings indicated in the printed music.

Creating

• Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.

Reading/ Writing

• Identify expressive markings in printed music.
• Identify meter marking in printed music.

Responding/ Evaluating

• Notate from dictation 8-beat rhythm patterns using standard notation.
• Perform short melodic patterns from standard or iconic notation.

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Rehearse, Evaluate, and Refine

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?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform age-appropriate music with attention to expressive markings indicated in the printed music.

Creating

• Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.

Reading/ Writing

• Identify expressive markings in printed music.
• Identify meter marking in printed music.

Responding/ Evaluating

• Notate from dictation 8-beat rhythm patterns using standard notation.
• Perform short melodic patterns from standard or iconic notation.

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

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?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform age-appropriate music with attention to expressive markings indicated in the printed music.

Creating

• Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.

Reading/ Writing

• Identify expressive markings in printed music.
• Identify meter marking in printed music.

Responding/ Evaluating

• Notate from dictation 8-beat rhythm patterns using standard notation.
• Perform short melodic patterns from standard or iconic notation.

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

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?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do , Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform age-appropriate music with attention to expressive markings indicated in the printed music.

Creating

• Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.

Reading/ Writing

• Identify expressive markings in printed music.
• Identify meter marking in printed music.

Responding/ Evaluating

• Notate from dictation 8-beat rhythm patterns using standard notation.
• Perform short melodic patterns from standard or iconic notation.

Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Components: Select

EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do, Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Demonstrate understanding of musical intent when performing, through attention to expressive markings.

Creating

• Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression

Reading/ Writing

• Identify repeat signs and multiple verses in a verse/refrain song

Responding/ Evaluating

• Explain musical decisions that contribute to the expressive intent of the music.
• Describe the context of lyrics in a verse/refrain song.

Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Components: Analyze

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?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do, Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Demonstrate understanding of musical intent when performing, through attention to expressive markings.

Creating

• Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression

Reading/ Writing

• Identify repeat signs and multiple verses in a verse/refrain song

Responding/ Evaluating

• Explain musical decisions that contribute to the expressive intent of the music.
• Describe the context of lyrics in a verse/refrain song.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Interpret

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?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do, Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Demonstrate understanding of musical intent when performing, through attention to expressive markings.

Creating

• Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression

Reading/ Writing

• Identify repeat signs and multiple verses in a verse/refrain song

Responding/ Evaluating

• Explain musical decisions that contribute to the expressive intent of the music.
• Describe the context of lyrics in a verse/refrain song.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

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)?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do, Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Demonstrate understanding of musical intent when performing, through attention to expressive markings.

Creating

• Demonstrate understanding of cultural authenticity by performing music with appropriate stylistic expression

Reading/ Writing

• Identify repeat signs and multiple verses in a verse/refrain song

Responding/ Evaluating

• Explain musical decisions that contribute to the expressive intent of the music.
• Describe the context of lyrics in a verse/refrain song.

Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

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?

Rhythm

• Eighth note, eighth rest, half note, half rest, whole note, whole rest
• Strong/ weak beat — 2/4; 3/4 meter
• Accelerando/ ritardando

Melody

• Pitch Set: Do, Re, Mi, So, La
• Five-line staff
• Treble clef
• Names of lines/ spaces (treble staff)

Harmony

• Melodic ostinati
• Partner songs

Form

• AAB, AABA, Rondo
• Verse/ Refrain

Expression

• Orchestral instrument families
• Piano (p), forte (f)
• Crescendo/ decrescendo
• Orchestral Music: programmatic
• Indigenous music: Native American
• American music: slave songs, colonial folk songs

Other

• Age-appropriate pitch matching (B3-D5)¹
• Mallet/ drumming technique: alternating hands

Performing

• Perform an early American verse/refrain song such as "Frog Went a-Courtin'."

Creating

• Create an accompaniment to a spiritual such as "Follow the Drinking Gourd" that aurally illustrates the mood and setting of the song.

Reading/ Writing

• Identify expressive markings (such as crescendo and decrescendo), and describe how they are used in a piece of programmatic music, such as "In the Hall of the Mountain King."

Responding/ Evaluating

• Identify aural indicators of storyline progression in a programmatic piece of music such as The Sorcerer's Apprentice.

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Imagine

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Play a variety of classroom instruments with proper technique.
• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.

Creating

• Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).

Reading/ Writing

• Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.

Responding/ Evaluating

• Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
• Develop criteria to critique and refine selected musical examples.

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Imagine

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Play a variety of classroom instruments with proper technique.
• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.

Creating

• Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).

Reading/ Writing

• Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.

Responding/ Evaluating

• Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
• Develop criteria to critique and refine selected musical examples.

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Play a variety of classroom instruments with proper technique.
• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.

Creating

• Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).

Reading/ Writing

• Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.

Responding/ Evaluating

• Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
• Develop criteria to critique and refine selected musical examples.

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Play a variety of classroom instruments with proper technique.
• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.

Creating

• Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).

Reading/ Writing

• Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.

Responding/ Evaluating

• Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
• Develop criteria to critique and refine selected musical examples.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Evaluate and Refine

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?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Play a variety of classroom instruments with proper technique.
• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.

Creating

• Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).

Reading/ Writing

• Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.

Responding/ Evaluating

• Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
• Develop criteria to critique and refine selected musical examples.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Present

EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Play a variety of classroom instruments with proper technique.
• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.

Creating

• Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).

Reading/ Writing

• Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.

Responding/ Evaluating

• Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
• Develop criteria to critique and refine selected musical examples.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Select

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?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
• Sing, move and respond to music from diverse cultures.
• Sing, move and respond to age-appropriate music of various composers.
• Play a variety of classroom instruments with proper technique.

Creating

• Improvise and compose short compositions using a variety of classroom instruments and sound sources.
• Create new words for familiar songs.

Reading/ Writing

• Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
• Read, write and perform extended pentatonic melodies.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Develop criteria and use it to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Analyze

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?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
• Sing, move and respond to music from diverse cultures.
• Sing, move and respond to age-appropriate music of various composers.
• Play a variety of classroom instruments with proper technique.

Creating

• Improvise and compose short compositions using a variety of classroom instruments and sound sources.
• Create new words for familiar songs.

Reading/ Writing

• Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
• Read, write and perform extended pentatonic melodies.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Develop criteria and use it to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Interpret

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
• Sing, move and respond to music from diverse cultures.
• Sing, move and respond to age-appropriate music of various composers.
• Play a variety of classroom instruments with proper technique.

Creating

• Improvise and compose short compositions using a variety of classroom instruments and sound sources.
• Create new words for familiar songs.

Reading/ Writing

• Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
• Read, write and perform extended pentatonic melodies.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Develop criteria and use it to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Interpret

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
• Sing, move and respond to music from diverse cultures.
• Sing, move and respond to age-appropriate music of various composers.
• Play a variety of classroom instruments with proper technique.

Creating

• Improvise and compose short compositions using a variety of classroom instruments and sound sources.
• Create new words for familiar songs.

Reading/ Writing

• Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
• Read, write and perform extended pentatonic melodies.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Develop criteria and use it to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Interpret

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
• Sing, move and respond to music from diverse cultures.
• Sing, move and respond to age-appropriate music of various composers.
• Play a variety of classroom instruments with proper technique.

Creating

• Improvise and compose short compositions using a variety of classroom instruments and sound sources.
• Create new words for familiar songs.

Reading/ Writing

• Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
• Read, write and perform extended pentatonic melodies.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Develop criteria and use it to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Rehearse, Evaluate, and Refine

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?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
• Sing, move and respond to music from diverse cultures.
• Sing, move and respond to age-appropriate music of various composers.
• Play a variety of classroom instruments with proper technique.

Creating

• Improvise and compose short compositions using a variety of classroom instruments and sound sources.
• Create new words for familiar songs.

Reading/ Writing

• Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
• Read, write and perform extended pentatonic melodies.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Develop criteria and use it to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Rehearse, Evaluate, and Refine

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?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
• Sing, move and respond to music from diverse cultures.
• Sing, move and respond to age-appropriate music of various composers.
• Play a variety of classroom instruments with proper technique.

Creating

• Improvise and compose short compositions using a variety of classroom instruments and sound sources.
• Create new words for familiar songs.

Reading/ Writing

• Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
• Read, write and perform extended pentatonic melodies.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Develop criteria and use it to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

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?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
• Sing, move and respond to music from diverse cultures.
• Sing, move and respond to age-appropriate music of various composers.
• Play a variety of classroom instruments with proper technique.

Creating

• Improvise and compose short compositions using a variety of classroom instruments and sound sources.
• Create new words for familiar songs.

Reading/ Writing

• Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
• Read, write and perform extended pentatonic melodies.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Develop criteria and use it to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

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?

Rhythm

• 
• Bar lines
• Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Sing a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
• Sing, move and respond to music from diverse cultures.
• Sing, move and respond to age-appropriate music of various composers.
• Play a variety of classroom instruments with proper technique.

Creating

• Improvise and compose short compositions using a variety of classroom instruments and sound sources.
• Create new words for familiar songs.

Reading/ Writing

• Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
• Read, write and perform extended pentatonic melodies.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Develop criteria and use it to critique their own performances and the performances of others.

Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Components: Select

EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?

Rhythm

• 
• Bar lines
• Measures
Melody
• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines
Harmony
• Partner songs
• Rounds
• Ostinati
Form
• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata
Expression
• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)
Other
• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).

Creating

• Express melodic contour through movement.

Reading/ Writing

• When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
• Develop criteria and use them to critique their own performances and the performances of others.

Responding/ Evaluating

• Identify and respond to simple music forms (e.g., AB, ABA).
• Identify elements of music using appropriate vocabulary.

Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Components: Analyze

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?

Rhythm

• 
• Bar lines
• Measures
Melody
• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines
Harmony
• Partner songs
• Rounds
• Ostinati
Form
• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata
Expression
• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)
Other
• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).

Creating

• Express melodic contour through movement.

Reading/ Writing

• When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
• Develop criteria and use them to critique their own performances and the performances of others.

Responding/ Evaluating

• Identify and respond to simple music forms (e.g., AB, ABA).
• Identify elements of music using appropriate vocabulary.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Interpret

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?

Rhythm

• 
• Bar lines
• Measures
Melody
• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines
Harmony
• Partner songs
• Rounds
• Ostinati
Form
• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata
Expression
• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)
Other
• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).

Creating

• Express melodic contour through movement.

Reading/ Writing

• When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
• Develop criteria and use them to critique their own performances and the performances of others.

Responding/ Evaluating

• Identify and respond to simple music forms (e.g., AB, ABA).
• Identify elements of music using appropriate vocabulary.

Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Components: Evaluate

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)?

Rhythm

• 
• Bar lines
• Measures
Melody
• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines
Harmony
• Partner songs
• Rounds
• Ostinati
Form
• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata
Expression
• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)
Other
• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Using movement, manipulatives, or visual representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).

Creating

• Express melodic contour through movement.

Reading/ Writing

• When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.
• Develop criteria and use them to critique their own performances and the performances of others.

Responding/ Evaluating

• Identify and respond to simple music forms (e.g., AB, ABA).
• Identify elements of music using appropriate vocabulary.

Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

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?

Rhythm

• 
Bar lines Measures

Melody

• Pitch set: Low So, Low La, High Do
• Treble clef reading (Mi, Re, Do)
• Middle C to high G
• Ledger lines

Harmony

• Partner songs
• Rounds
• Ostinati

Form

• Theme and variations
• Coda
• D.S. al coda
• Repeat sign
• Fermata

Expression

• Phrase/ phrasing
• Pianissimo (pp), fortissimo (ff)

Other

• Age-appropriate audience and performer etiquette
• Orchestral instruments: 4 families
• Age-appropriate pitch matching (Bb3 - Eb5)

Performing

• Sing, move and respond to music from world cultures and different composers.
• Demonstrate appropriate audience etiquette at live performances.

Creating

• Develop criteria and use them to critique their own performances and the performances of others.

Reading/ Writing

• When analyzing selected music, read, write, or perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.

Responding/ Evaluating

• Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (such as identifying pieces of music that are important to one's family or how music is used in daily life).
• Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as the connection between fractions and rhythm values).

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Imagine

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

Performing

• With limited guidance, perform simple chord progressions on pitched instruments.
• Play a variety of classroom instruments with proper technique.
• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.

Creating

• With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
• Create vocal harmony using rounds, ostinati, canons and partner songs.

Reading/ Writing

• Use notation and/or recording technology to document personal musical ideas.

Responding/ Evaluating

• Describe the way sound is produced by various instruments and the human voice.
• Listen, identify and respond to music of different composers and world cultures.

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Imagine

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

Performing

• With limited guidance, perform simple chord progressions on pitched instruments.
• Play a variety of classroom instruments with proper technique.
• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.

Creating

• With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
• Create vocal harmony using rounds, ostinati, canons and partner songs.

Reading/ Writing

• Use notation and/or recording technology to document personal musical ideas.

Responding/ Evaluating

• Describe the way sound is produced by various instruments and the human voice.
• Listen, identify and respond to music of different composers and world cultures.

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

Performing

• With limited guidance, perform simple chord progressions on pitched instruments.
• Play a variety of classroom instruments with proper technique.
• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.

Creating

• With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
• Create vocal harmony using rounds, ostinati, canons and partner songs.

Reading/ Writing

• Use notation and/or recording technology to document personal musical ideas.

Responding/ Evaluating

• Describe the way sound is produced by various instruments and the human voice.
• Listen, identify and respond to music of different composers and world cultures.

Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Plan and Make

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

Performing

• With limited guidance, perform simple chord progressions on pitched instruments.
• Play a variety of classroom instruments with proper technique.
• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.

Creating

• With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
• Create vocal harmony using rounds, ostinati, canons and partner songs.

Reading/ Writing

• Use notation and/or recording technology to document personal musical ideas.

Responding/ Evaluating

• Describe the way sound is produced by various instruments and the human voice.
• Listen, identify and respond to music of different composers and world cultures.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Evaluate and Refine

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?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

Performing

• With limited guidance, perform simple chord progressions on pitched instruments.
• Play a variety of classroom instruments with proper technique.
• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.

Creating

• With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
• Create vocal harmony using rounds, ostinati, canons and partner songs.

Reading/ Writing

• Use notation and/or recording technology to document personal musical ideas.

Responding/ Evaluating

• Describe the way sound is produced by various instruments and the human voice.
• Listen, identify and respond to music of different composers and world cultures.

Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Components: Present

EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

Performing

• With limited guidance, perform simple chord progressions on pitched instruments.
• Play a variety of classroom instruments with proper technique.
• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.

Creating

• With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
• Create vocal harmony using rounds, ostinati, canons and partner songs.

Reading/ Writing

• Use notation and/or recording technology to document personal musical ideas.

Responding/ Evaluating

• Describe the way sound is produced by various instruments and the human voice.
• Listen, identify and respond to music of different composers and world cultures.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Select

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?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

Performing

• Sing, move and respond to music from world cultures and different composers.
• Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.

Creating

• With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.

Reading/ Writing

• Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Use student developed criteria to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Analyze

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?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

Performing

• Sing, move and respond to music from world cultures and different composers.
• Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.

Creating

• With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.

Reading/ Writing

• Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Use student developed criteria to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Analyze

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?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

Performing

• Sing, move and respond to music from world cultures and different composers.
• Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.

Creating

• With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.

Reading/ Writing

• Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Use student developed criteria to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Analyze

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?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

Performing

• Sing, move and respond to music from world cultures and different composers.
• Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.

Creating

• With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.

Reading/ Writing

• Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Use student developed criteria to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Interpret

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

Performing

• Sing, move and respond to music from world cultures and different composers.
• Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.

Creating

• With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.

Reading/ Writing

• Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Use student developed criteria to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Rehearse, Evaluate, and Refine

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?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

Performing

• Sing, move and respond to music from world cultures and different composers.
• Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.

Creating

• With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.

Reading/ Writing

• Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Use student developed criteria to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Components: Rehearse, Evaluate, and Refine

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?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)

Performing

• Sing, move and respond to music from world cultures and different composers.
• Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.

Creating

• With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.

Reading/ Writing

• Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.

Responding/ Evaluating

• Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
• Use student developed criteria to critique their own performances and the performances of others.

Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Components: Present

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?

Rhythm

• 
• Conducting patterns in
• Syncopation

Melody

• Pitch set: Do, Re, Mi, Fa, So, Ti
• Treble clef reading (La, So, Mi, Re, Do)
• Middle C through High B
• Create melodic sequences
• Half-step
• Whole step

Harmony

• Canons
• Chord components
• Chord progression (I, V)
• Crossover bordun

Form

• Phrasing: antecedent and consequent
• D.C. al coda
• Fine

Expression

• pp through ff

Other

• Age-appropriate audience and performer etiquette
• Orchestra instruments within the 4 families
• Age-appropriate pitch matching (A3-E5)