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Kindergarten

1. SINGING: Sing alone and with others, a varied repertoire of music.

1.k.1 Sing independently on pitch and in rhythm with appropriate posture.Learning Target Explore and identify singing, speaking, calling, and

whispering voices.

Performance Tasks Teacher makes connections with real life situations

(i.e. What kind of voice would you use when you tell a secret?).

Students use appropriate voices in context with various children’s literature, folk songs, stories, nursery rhymes, etc.

Students identify examples of voices from teacher modeling, classmates, or recordings.

Explore pitch and register. Students experiment with vocal sounds, focusing on the upper register (e.g. Big Pig, Grandma’s Glasses).

Student will participate in vocal exploration by producing sounds that could be made by a vehicle, an animal, and a siren. (e.g. Had a Little Rooster).

Students sing songs in “higher” and “lower” places with coordinating gestures.

Sing on pitch. Teacher models and students echo singing voice, reflecting melodic contour through hand and/or arm movements.

Students sing following teachers hand signals. Students sing solos (i.e. a short phrase or echo) within

the context of a simple game song or echo song. Sing simple songs with limited range and simple

rhythms, consisting of sm and sml tone sets.

1.k.2 Sing expressively.Learning Target Demonstrate musical phrasing, simple dynamics,

pitch, and tempo in singing and moving.

Performance Tasks Students respond to musical phrasing with gestures. Students sing songs or speak rhymes fast or slow (e.g.

Riding in a Buggy, Clap Your Hands). Students sing songs or speak rhymes louder or ster.

1.k.3 Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.Learning Target Sing a variety of children’s songs.

Performance Tasks Students sing songs of a limited range (Major 6th)

including: folk songs, counting songs, game songs, lullabies, multicultural songs, echo songs, and seasonal songs.

Sing a basic repertoire of Catholic liturgical, traditional, and children’s music.

Students sing age-appropriate traditional, contemporary, and liturgical music of a limited vocal range.

Students sing songs which illustrate Biblical stories.

1.k.5 Sing in groups.Learning Target Sing and speak in unison with classmates.

Performance Tasks Students sing in groups of various sizes.

Sing in worship assemblies. Students sing in small and large groups serving as group cantors for a school worship assembly.

Students perform a prelude and/or meditation song during a school worship assembly as a small group.

2. INSTRUMENTAL PERFORMANCE: Perform on instruments, alone and with others.

2.k.1 Perform independently on an instrument.Learning Target Play body percussion and classroom instruments.

Performance Tasks Students experience body percussion

(clap/snap/pat/stomp) and playing unpitched and pitched instruments.

Perform the steady beat accurately. Students perform steady beat with singing and speaking.

Students perform steady beat with body percussion and unpitched instruments.

2.k.2 Perform expressively.Learning Target Play instruments to enhance stories.

Performance Tasks Students enhance stories by selecting appropriate

sounds utilizing found sounds, body percussion, and/or classroom instruments.

Students differentiate between sound and silence. Perform simple rhythmic ostinato. Students accompany a rhyme while playing a simple

rhythmic ostinato on an unpitched instrument. Demonstrate simple dynamics, pitch, and tempo. Students play unpitched instrument demonstrating fast

and slow. Students play unpitched instrument demonstrating

loud and soft. Students play high and low pitches on pitched

instruments.

5. READING MUSIC: Read and notate music.

5.k.1 Read simple rhythms in basic meters.Learning Target Explore simple notation of long and short sounds.

Performance Tasks Students read and write using mapping, movement,

and icons to represent rhythms.

5.k.2 Know how to use a system to read simple pitch notation.Learning Target Demonstrate simple notation of high and low notes.

Performance Tasks Students read and write using mapping, movement,

and icons to represent sm melodies.

6. LISTENING: Listen to, analyze, and describe music.

6.k.1 Know simple music forms when presented aurally.Learning Target Identify phrases as same or different.

Performance Tasks Students listen to two contrasting song fragments or

rhythmic patterns and identify examples as same or different.

Teacher creates a game by playing or singing the same fragment twice or two different fragments.Students identify examples as same or different.

6.k.3 Know terminology to describe music.Learning Target Identify and demonstrate fast/slow, loud/quiet,

high/low, and same/different.

Performance Tasks Students identify contrasts in music examples. Students respond physically to contrasts in tempo,

phrases, dynamics and pitch.

6.k.4 Know the sounds of a variety of instruments and voices.Learning Target Recognize size of sound source equals pitch.

Performance Tasks Teacher demonstrates instruments of different sizes,

allowing students to hear the pitches produced by each instrument.

Students identify longer/bigger instruments produce lower sounds and shorter/smaller instruments produce higher sounds.

Identify unpitched percussion instruments by name. Students sing song which names various unpitched percussion instruments such as “Old Miss Katie Had a Band”.

Students identify mystery unpitched percussion instrument played by teacher.

Classify unpitched percussion instruments according to timbre.

Students group unpitched instruments according to timbre.

Discriminate between men’s, women’s, and children’s voices.

Students identify children’s voices through game songs such as “Button and the Key”.

Students listen to and identify vocal recordings made by men, women, and children.

6.k.5 Understand the relationship between music and movement.Learning Target Demonstrate mood, tempi, and text of a listening

example or song through movement.

Performance Tasks Students use creative movement to reflect the moods

and tempi heard in classroom and recorded music. Students use movements to coordinate with the words

of church songs.

7. EVALUATING MUSIC: Evaluate music and music performances.

7.k.2 Understand how to use music terminology to express personal preferences for specific musical works and styles.

Learning Target Identify personal preferences for specific music.

Performance Tasks Students describe preferences or dislikes for a piece of

music through words, drawings, and/or movement.

8. MUSIC AND OTHER DISCIPLINES: Understand the relationship between music, the other arts, and disciplines outside the arts.

8.k.2 Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

Learning Target Connect music to physical education.

Performance Tasks Students participate in beat motion activities by

tapping the beat on different body parts. Students participate in movement exploration

activities. Students improvise gentle and jerky movements in

response to selected listening exercises. Connect music to the language arts. Students sing and speak nursery rhymes and rhyming

patterns. Students act out a song using dramatic play.

Connect music to art. Students create music maps and drawings in response to listening activities.

9. MUSIC, HISTORY, AND CULTURE: Understand music in relation to history and culture.

9.k.1 Demonstrate knowledge of music in historical and cultural contexts.Learning Target Identify the function and musical characteristics of a

lullaby and a march.

Performance Tasks Students will listen to a march and a lullaby,

identifyingthe differences. Students will identify the role of a march and lullaby.

Analyze Saint Saen’sThe Carnival of the Animals Students listen attentively to the following movements from Carnival of the Animals: Royal March of the Lion Hens and Roosters Mules Tortoises The Elephant Kangaroos Aquarium

Students will explore and discuss various characteristics of the music, demonstrating through movement and drawing.

9.k.3 Know various uses of music in daily experiences.Learning Target Identify ways music is used in daily life.

Performance Tasks Students learn songs that relate to daily life at school

and at home. (i.e. Number songs, lullabies, rhyming, Bible songs, etc.)

9.k.4 Understand the role of musicians in various music settings and cultures.

Learning Target Identify the role of a conductor.

Performance Tasks Students identify the job of a conductor. Students role play being a conductor.

9.k.5 Know appropriate audience behavior for the context and style of music performed.Learning Target Demonstrate appropriate behavior for school

assemblies.

Performance Tasks Students attend school assembly and applaud at the

appropriate moments. Demonstrate appropriate behavior for school worship

assemblies. Students sing at the appropriate times during school

worship assemblies.

1st Grade

1. SINGING: Sing alone and with others, a varied repertoire of music.

1.1.1 Sing independently on pitch and in rhythm with appropriate posture.Learning Target Demonstrate high, middle, and low by singing and

moving.

Performance Tasks Students sing and demonstrate high, middle, and low

pitches. Students echo-sing short melodic phrases. Students participate in vocal exploration activities

which demonstrate registers. Sing in tune, matching pitch in a limited range with

appropriate posture. Students sing simple melodic patterns and songs

consisting of sm and sml tone sets. Students will sit/stand tall and still while singing.

Sing songs from a given pitch. Students sing improvised conversations. Students sing responses in game songs. Students chain sing familiar songs. Students create a musical answer to a musical

question. (e.g. teacher sings “how are you”, student sings “I am fine” on sm pitches).

1.1.2 Sing expressively.Learning Target Demonstrate loud and quiet dynamics, fast and slow

tempi, and musical phrasing in singing and moving..

Performance Tasks Students perform a familiar song applying loud and

quiet dynamics, making choices based on song character.

Students perform a familiar song applying fast and slow tempi, making choices based on song character.

Students demonstrate an understanding of phrase using movements created by teacher and/or students.

1.1.3 Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.Learning Target Sing songs from various cultures and regions.

Performance Tasks Students sing selected children’s songs of limited

range taken, including: multicultural songs, folk songs, cumulative songs, call-and-response songs, game songs, patriotic songs, and seasonal songs.

Students sing tunefully. Sing a basic repertoire of Catholic liturgical,

traditional, and children’s music. Students sing age-appropriate traditional,

contemporary, and liturgical music of a limited vocal range.


1.1.4 Sing in parts.Learning Target Perform rhythm ostinato and speech canons.

Performance Tasks In preparation for eventual part singing, students sing

simple songs accompanied with rhythm patterns on classroom instruments or body percussion.

Students perform two-part speech pieces.

1.1.5 Sing in groups.Learning Target Sing as a class and in small groups, listening to and

respecting each other.

Performance Tasks Divided into two groups, students take turns

performing, listening, and describing the performance using grade appropriate terminology.

Sing competently and confidently in worship assemblies.

Students sing in small and large groups serving as group cantors for school worship assemblies.

Students sing a prelude or meditation song with class choir during a school worship assembly.

2. INSTRUMENTAL PERFORMANCE: Perform on instruments, alone and with others.

2.1.1 Perform independently on an instrument.Learning Target Perform steady beat with developing accuracy.

Performance Tasks Students perform steady beat to accompany class

singing using body percussion, unpitched and pitched instruments.

Perform simple rhythmic and melodic material that includes patterns already studied (, , and )

Students play known classroom songs and/or fragments containing sm/sml tone sets on barred instruments.

Demonstrate proper mallet and unpitched percussion techniques.

Students use correct hand position holding mallets with palms facing down and elbows out.

Students hold unpitched instruments correctly.

2.1.2 Perform expressively.

Learning Target Perform material reflecting sensitivity to loud and

quiet dynamics and fast and slow tempi, using various instrumental and body timbres.

Performance Tasks Students choose appropriate body percussion or

instruments to create a sound picture to accompany nursery rhymes or other children’s poetry.

2.1.3 Perform in groups.Learning Target Perform simple patterns on instruments in groups of

varied sizes.

Performance Tasks Students perform beat in one group while another

group of students perform rhythmic pattern. Students accompany classroom songs with known

rhythm patterns on pitched or unpitched instruments. Students accompany classroom songs and rhymes

using rhythmic and melodic ostinato Perform on classroom instruments to accompany a

school worship assembly. Students perform in small groups on classroom

instruments to accompany school worship assemblies. Students perform/accompany a prelude or meditation

song for a school worship assembly.

4. COMPOSITION: Compose and arrange music within specified guidelines.

4.1.1 Create and arrange music to accompany reading or dramatizations.Learning Target Create sound accompaniments to known stories.

Performance Tasks Students listen to a story (Gunnywolf or Goldilocks)

and decide how to use voices and instruments to help tell the story.

4.1.2 Create and arrange short songs and instrumental pieces within specified guidelines.Learning Target Compose 4 to 16 beat pieces using known rhythmic

material.

Performance Tasks Given a rhythm pattern bank, students work

individually or in groups, choosing two or more patterns to create a composition. Class performs each composition.

Students use craft sticks individually or in pairs to create patterns using known rhythms.

Compose 4 to 16 beat pieces using known melodic material.

Given melodic pattern bank, students work individually or in groups, choosing two or more melodic patterns to create a composition. Class performs each composition.


5.1.1 Read simple rhythms in basic meters.Learning Target Demonstrate an understanding of the following

rhythmic durations and related rests in duple meters: quarter note and quarter rest; paired eighth notes.

Performance Tasks Students clap and count, label, or play rhythms

accurately using familiar or unfamiliar flash cards, exercises, or excerpts in current literature.

5.1.2 Know how to use a system to read simple pitch notation.Learning Target Identify mi, sol, and la scale tones and hand signs.

Performance Tasks Students sing familiar and unfamiliar melodic patterns

consisting of sm and sml tone sets using solfa and coordinating hand signs.

Students read and sing melodies consisting of high and low pitches notated using icons, manipulatives, and picture charts.

Students echo-sing melodic patterns using solfa syllables and hand signs.

5.1.3 Know symbols and traditional terms.Learning Target Identify and demonstrate a repeat sign while singing

or playing an instrument.

Performance Tasks Students read melodic and rhythmic patterns

responding to a written repeat sign.

5.1.4 Know how to use basic symbols to notate music.Learning Target Notate and transcribe from dictation short patterns of

stick notation using quarter note, quarter rest, and two-eighth notes.

Performance Tasks Students write the rhythm of a familiar 4 to 8 beat

phrase using craft sticks.

Notate and transcribe from dictation short patterns of sm or sml tone sets on a modified staff from a given so.

Students write a phrase of a known song on individual place mats consisting of modified staves (opposed to the full staff) using marker chips.

Students notate sml in many places on a modified staff.


6.1.1 Know simple music forms when presented aurally.Learning Target Identify and demonstrate phrases as the same or

different.

Performance Tasks Students listen to the teacher sing two phrases on a

neutral syllable. Students use a hand sign to indicate whether the phrases are the same or different.

Identify and demonstrate music form and sections including AB form and introduction.

Students use a hand sign to identify when the B section begins.

Students use shapes to map the form of a familiar song.

Students define introduction. Students identify the introduction in a listening

example by using shapes or letters to represent the form.

6.1.3 Know terminology to describe music.Learning Target Discriminate between vocal and instrumental sound.

Performance Tasks Students listen to examples of carefully selected vocal

and instrumental music, identifying selections as vocal or instrumental.

6.1.4 Know the sounds of a variety of instruments and voices from various cultures.Learning Target Identify unpitched instruments by name.

Performance Tasks Teacher displays and plays a variety of unpitched

percussion instruments with various timbres. Students identify a mystery instrument played by the

teacher. Classify unpitched percussion instruments according

to timbre. Students group unpitched and pitched instruments

according to timbre. Identify four levels of body percussion. Students will identify and demonstrate the four types of

body percussion (snap, clap, pat, and stomp).

6.1.5 Understand the relationship between music and movement.Learning Target Demonstrate form, dynamics, melodic contour, and

text of music through movement.

Performance Tasks Students create movements while listening to a

selected piece to demonstrate contrasts of loud/quiet, fast/slow, or high/low.

Students demonstrate form of a given piece through movement activities.

Students use movements to coordinate with the words of church songs, singing games, multicultural songs, etc.

Students move in relation to the upward and downward movement of the music.

Demonstrate knowledge of movement vocabulary. Students learn specific language for moving, i.e. forward, in, out, etc. and utilize said movements in dances.

6.1.6 Identify specific places within the rites of the church where music is prescribed.Learning Target Identify the different “sung” parts of a Mass.

Performance Tasks Students identify the parts of the Mass which are sung.

Select music for school worship assemblies. Students work with classmates to select music/songs for school worship assemblies based on readings and the current church season.

7. EVALUATING MUSIC: Evaluate music and music performances.

7.1.1 Develop appropriate criteria to evaluate performances and compositions.Learning Target Demonstrate respect for musical performances and

performers.

Performance Tasks Students learn basic concert manners.

7.1.2 Understand how to use music terminology to express personal preferences for specific musical works and styles.

Learning Target Performance Tasks

Write a personal reaction to a selected work using grade level terminology.

Students listen to a musical selection and choose descriptive words from an available word bank to describe feelings about the music.


8.1.1 Understand similarities and differences in the meanings of common terms used in the various arts.Learning Target Examine two works of art, identifying similarities and

differences.

Performance Tasks Students evaluate two works of art to compare

similarities and differences.

8.1.2 Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

Learning Target Relate sound production to science and physics.

Performance Tasks Students create a new instrument which has two or

more pitches.


9.1.1 Demonstrate knowledge of music in historical and cultural contexts.Learning Target Analyze Saint Saen’s The Carnival of the Animals

Performance Tasks Students listen attentively to the following movements

from Carnival of the Animals: Animals with Long Ears Cuckoo in the Woods Birds Pianists Fossils The Swan Finale

Students will explore and discuss various characteristics of the music, demonstrating through movement and drawing.

9.1.3 Know various uses of music in daily experiences.Learning Target Identify various uses of music at work and play.

Performance Tasks Students sing and play “Doggie, Doggie”, “Thread

Follows the Needle”, etc.

9.1.4 Understand the role of musicians in various music settings and cultures.Learning Target Identify the role of a conductor.

Performance Tasks Students identify the job of a conductor. Students role play being a conductor.

9.1.5 Know appropriate audience behavior for the context and style of music performed.Learning Target Demonstrate appropriate behavior for school

assemblies.

Performance Tasks Students attend school assembly and applaud at the

appropriate moments.

Demonstrate appropriate behavior for school worship assemblies.

Students sing at the appropriate times during school worship assemblies.

2nd Grade

1. SINGING: Sing alone and with others, a varied repertoire of music

1.2.1 Sing independently on pitch and in rhythm with appropriate posture.Learning Target Sing in tune, matching pitch in a limited range, with

appropriate posture.

Performance Tasks Students sing melodic patterns and songs consisting

of drmsl tone sets. Students solo-sing familiar song phrases. Students sing while sitting/standing tall and still.

1.2.2 Sing expressively.Learning Target Sing songs loud or quiet.

Performance Tasks Students discuss preferences after performing a

familiar song using quiet dynamics and loud dynamics.

Sing songs fast or slow. Students discuss preferences after performing a familiar song using a fast tempo and using a slow tempo.

1.2.3 Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.Learning Target Sing age-appropriate songs from various cultures and

regions with an emphasis on multicultural songs.


range including: multicultural folk songs, folk songs, seasonal songs, patriotic songs, and singing games.


traditional, and children’s music. Students sing age-appropriate traditional,

contemporary, and liturgical music of a limited vocal range.


1.2.4 Sing in parts.Learning Target Sing melodic ostinati.

Performance Tasks Students sing known song while teacher sings

ostinato. Students sing ostinato while teacher sings the song.

Divide students into two groups, one group sings songs while the other group sings melodic ostinato, then alternate groups.

Sing do and la centered pentatonic rounds or canons. Using a known round or canon, students begin singing and teacher sings second part.

Teacher begins the round and students follow with second part.

Divide students into two groups, alternating the

starting group. Individual students sing independent parts of round.

1.2.5 Sing in groups.Learning Target Sing in groups matching pitch.

Performance Tasks Students echo-sing short phrases and response phrases

in call and response songs. Sing together using appropriate dynamic levels. Students sing songs, exploring and discussing various

dynamic levels. Students determine appropriate dynamic levels

according to song type. Sing competently and confidently in worship

assemblies. Students sing in small and large groups serving as

group cantors for school worship assemblies. Students sing a prelude or meditation song with class

choir during a school worship assembly.

2. INSTRUMENTAL PERFORMANCE: Perform on instruments, alone and with others, a varied repertoire of music.

2.2.1 Perform independently on an instrument.Learning Target Perform steady beat with accuracy.

Performance Tasks Students perform broken bordun independently to

accompany class singing. Perform simple rhythmic and melodic patterns. Students perform simple rhythmic patterns consisting

of: , , , , , and . Students play known classroom songs containing drm

tone sets on barred instruments. Demonstrate proper mallet technique. Students use correct hand position holding mallets

with palms facing down and elbows out. Students bounce mallets off the bar. Students stand with appropriate posture. Students perform bordun pattern (I-V).

2.2.2 Perform expressively.Learning Target Perform material using piano/forte and accents.

Performance Tasks Students play broken bordun, loud and quiet,

identifying as forte and piano and compare. Students select appropriate dynamics based on song

type. Students identify and define accent. Students demonstrate accent on unpitched and pitched

instruments.

2.2.3 Perform in groups.Learning Target Perform in two parts with various combinations of

Performance Tasks Students play broken bordun and ostinato with pitched

instruments. and unpitched instruments. Perform and respond to the conductor’s dynamic

levels. Students play instruments responding to the

conductor’s cues for forte and piano. Perform on instruments to accompany a school

worship assembly. Students perform on pitched and unpitched instruments

to accompany a school worship assembly. Students perform/accompany a prelude or meditation


3. IMPROVISATION: Improvise melodies, variations, and accompaniments.

3.2.1 Improvise “answers” in the same style to given rhythmic and melodic phrases.Learning Target Improvise four-beat instrumental rhythmic patterns.

Performance Tasks Group plays a set four-beat pattern. Students take turns

improvising individual four-beat patterns alternating with the group pattern.


4.2.1 Create and arrange music to accompany reading or dramatizations.Learning Target Compose ostinati to known folk songs and poetry.

Performance Tasks Students create and perform an ostinato to accompany

a song or poem.

4.2.2 Create and arrange short songs and instrumental pieces within specified guidelines.Learning Target Arrange music in ABA form using known material.

Performance Tasks Students derive form of known ABA song. Students arrange music in ABA form using poetry,

songs, rhythm patterns, etc. Compose rhythmic or melodic motives within given

parameters. Students compose eight-beat rhythmic and melodic

motives using known rhythms. Compose and/or arrange music for use during

liturgical celebrations. Compose liturgical music such as Psalm Anitphons,

“Alleluia”, “Amen”, etc.


5.2.1 Read simple rhythms in basic meters.Learning Target Read an understanding of the following rhythmic

durations and related rests in 3/4 and 4/4 meters: quarter note and quarter rest; half note and half rest; paired eighth notes.



Students read rhythms using icons, manipulatives, picture charts representing note values, stick notation, and standard notation.

Students label half note and half rest. Students recognize time signature.

5.2.2 Know how to use a system to read simple pitch notation.Learning Target Identify do, re, mi, sol, and la scale tones and hand

signs.

Performance Tasks Student sing familiar and unfamiliar melodic patters

consisting of mrd/smrd/smd/smld using solfa and hand signs.

Students echo-sing melodic patterns using sofla syllables and hand signs.

5.2.3 Know symbols and traditional terms.Learning Target Identify and apply accent, piano (p) and forte (f).

Performance Tasks Students identify loud and quiet characteristics and

replace with the terms piano (p) and forte (f). Read materials including accent, bar lines, double bar

lines, and measures. Students learn poem “John Has Great Big Waterproof

Boots” and stress accented beats by stepping stronger on accented beat while saying the poem.

Students identify the number of beats in each group. Teacher explains to students that musicians put a bar

line before each accented beat to make rhythms easier to read; the space between is known as a measure.

Students will demonstrate accent using a hand drum. Define tempo. Students identify the definition of tempo.

5.2.4 Know how to use basic symbols to notate music.Learning Target Notate and transcribe from dictation short patterns of

stick notation using quarter notes, quarter rests, and two-eighths.

Performance Tasks Students listen to a four-beat rhythmic pattern, echo,

and notate using craft sticks.

Notate and transcribe from dictation short melodic patterns using a drmsl tone set.

Students listen to a four-beat melodic pattern, echo, and notate using individual staff placemats and marker chips or written worksheets.


6.2.1 Know simple music forms when presented aurally.Learning Target Listen to and identify different forms and sections

including ABA, verse/refrain, and coda.

Performance Tasks Students correctly identify and label ABA form using

movements, shapes, letters, or a music map. Students define coda. Students label a coda in a given musical example

using movements, shapes, letters, or a music map. Students label sections of a church song as verse or

refrain.

6.2.2 Know a variety of styles representing diverse cultures.

Learning Target Listen to and identify music of different cultures.

Performance Tasks Students identify importance of music to specific

cultures. Identify characteristics of specific global repertoire.

6.2.3 Know terminology to describe music.Learning Target Identify fast/slow, forte/piano, high/low, and

same/different in listening examples.

Performance Tasks Students listen to, identify, and demonstrate

terminology through body signals, movement, and manipulatives.

6.2.4 Know the sounds of a variety of instruments and voices from various cultures.Learning Target Listen to and identify pitched percussion instruments

(xylophone, metallophone, and glockenspiel) and instrumental timbres from various world cultural groups.

Performance Tasks Students identify “mystery” instruments played by

teacher. Students identify pictures of instruments. Students listen to and explore various world

instruments, identifying musical characteristics of the timbre.

Explore vocal timbres from various world cultural groups.

Students listen to and describe samples of global music (e.g. African, American Indian, European cultures, Chines, etc.)

6.2.5 Understand the relationship between music and movement.Learning Target Demonstrate musical elements and text of various

genres of music through movement.

Performance Tasks Students demonstrate form of a given piece by

creating contrasting motions to represent A and B. Students follow movements given by teacher to help

portray a story behind the listening example. Students use movements to coordinate with the words

of church songs, singing games, multicultural songs, etc.

6.2.6 Identify specific places within the Rites of the church where music is prescribed.Learning Target Identify the different “sung” parts of a Mass.



7. EVALUATING MUSIC: Evaluate music and music performance.

7.2.1 Develop appropriate criteria to evaluate performances and compositions.Learning Target Evaluate personal and group performances using

grade appropriate criteria.

Performance Tasks Students develop an assessment rubric using specific

criteria including: blend, expression, intonation, etc.

Students listen to a musical performance and critique the performance using the assessment rubric.

Demonstrate respect for musical performances and opinions of others.

Students sit quietly, focus on the performance, and applaud when it is over.


Learning Target Write a personal reaction to musical works.

Performance Tasks Given a music descriptor word bank, students will

express their preference(s) after listening to a musical selection.

Identify and discuss the musical qualities of a liturgical musical selection.

Students identify the purpose of the selected liturgical musical selection (e.g. gathering, communion, etc.).

Students identify what affect the musical selection might have on the worshipper and/or the person at prayer.


8.2.1 Understand the similarities and differences in the meanings of common terms used in the various arts.Learning Target Identify same/different, loud/quiet, fast/slow in music,

movement, literature, theatre, and/or visual arts.

Performance Tasks Students describe a painting, sculpture, or photograph

using music terms. Students describe a dance or theater performance

using music terms. Students describe a poem or story using music terms.

8.2.2 Understand the interrelationship of music and other disciplines.Learning Target Compare and contrast the importance and role of

music in various cultures, regions, and countries.

Performance Tasks Students sing, dance, and listen to music of various

cultures. Describe variations in content of music from different

countries/cultures. Students create a music passport which identifies the

various countries studied through music class. Relate rhythm to fractions Students learn that one beat can be divided into more

than one sound.


9.2.1 Demonstrate knowledge of music in historical and cultural contexts.Learning Target Analyze Tchaikovsky’s The Nutcracker Suite.

Performance Tasks Students listen attentively to the following movements

from The Nutcracker Suite. Overture March

Dance of the Sugar Plum Fairy Russian Dance Arabian Dance Chinese Dance Dance of the Reed Pipes Waltz of the Flowers

Students will explore instrumental timbre, melodic themes, dynamics, and musical form and style.

Distinguish between liturgical music composed by contemporary composers and those of earlier periods.

Students listen to parts of a Mass from the Renaissance and Baroque periods and compare to parts of a contemporary Mass.

9.2.2 Know how elements of music are used in music examples from various cultures.

Learning Target Discover musical elements of global folk music.

Performance Tasks Students describe global folk music using known

terminology. Students listen to and compare global folk music from

two contrasting styles and compare.

9.2.3 Know various uses of music in daily experiences.Learning Target Identify various uses of music in entertainment and

leisure.

Performance Tasks Students list uses of music in entertainment and

leisure. Students identify ways music is used in their personal

daily experiences.

9.2.4 Understand the role of musicians in various music settings and cultures.Learning Target Identify individual musical experiences from outside

of school.

Performance Tasks Students list individual musical experiences from

outside the school such as piano lessons, attending a concert, etc.

9.2.5 Know appropriate audience behavior for the context and style of music performed.Learning Target Demonstrate appropriate behavior for concert hall

performances.

Performance Tasks Students listen attentively during a performance,

clapping at appropriate times. Demonstrate appropriate behavior for school worship


worship assemblies.

3rdGrade

1. SINGING: Sing alone and with others, a varied repertoire of music

1.3.1 Sing independently on pitch and in rhythm with appropriate posture.Learning Target Performance Tasks

Sing in tune, rhythmically accurate, with a steady beat, clear diction, and proper posture.

Students echo-sing melodic patterns and songs consisting of a drmsl tone set.

Students chain-sing age-appropriate songs. Students echo-sing rhythm patterns. Students sit tall on edge of seat holding music book

with feet on floor.

1.3.2 Sing expressively.Learning Target Sing using dynamics, phrasing, and tempo appropriate

to the song.

Performance Tasks Teacher demonstrates several interpretations of a song

by singing it loudly, soft then loud, slow, fast etc. Students describe each performance of the song, then

apply their choice of interpretation.

1.3.3 Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

Learning Target Sing age-appropriate songs from various cultures and

regions with an emphasis on patriotic songs.


range taken from various cultures, including: multicultural songs, folk songs, game songs, patriotic songs, and seasonal songs.


traditional, and children’s music. Students sing traditional, contemporary, and liturgical

music of a limited vocal range. Students sing traditional and contemporary liturgical

music using correct vocal and musical expression. Students sing songs which illustrate Biblical stories.

1.3.4 Sing in parts.Learning Target Sing two-part songs, partner songs, and

canons/rounds.

Performance Tasks Students learn both parts of a partner song and

perform interchangeably. Students learn a canon/round in unison and progress to

singing it in two parts. Students demonstrate two-part score reading. Students identify a canon/round.

1.3.5 Sing in groups.Learning Target Sing together responding to the conductor.

Performance Tasks Students sing together varying tempo, style, and

dynamics from the conductor’s cues. Sing competently and confidently in worship





2.3.1 Perform independently on an instrument.Learning Target Perform on an instrument with melodic and rhythmic

accuracy and with a steady beat.

Performance Tasks Students echo on a barred instrument a series of four-

beat melodic patterns played by the teacher. (The patterns contain previously learned pitches and rhythms).

Students play a specified melodic ostinato as the class sings a familiar song.

Demonstrate proper playing technique and posture. Students perform crossover bordun. Students use I and V harmonizations to accompany

songs.

2.3.2 Perform expressively.Learning Target Perform material using accents, piano/forte and

crescendo/decrescendo.

Performance Tasks Students play broken bordun loudly and then softly;

identify as forte and piano and compare. Students play broken bordun, becoming louder or

softer; identify as crescendo or decrescendo and compare.

Students select appropriate dynamics based on song type.

Students play an accent on a hand drum.

2.3.3 Perform in groups.Learning Target Perform together, blending instrumental timbres,

matching dynamic levels, and varying tempo while responding to the conductor.

Performance Tasks Students play known pieces following the conductor’s

cues.

Perform on instruments to accompany a school worship assembly.

Students perform on pitched and unpitched instruments to accompany a school worship assembly.

Students perform/accompany a prelude or meditation song for a school worship assembly.

3. IMPROVISATION: Improvise melodies, variations, and accompaniments.

3.3.1 Improvise simple melodies, rhythmic and melodic variations, and accompaniments.Learning Target Improvise variations on material already learned using

voice and classroom instruments.

Performance Tasks Students improvise a melodic ostinato to a familiar

selection on a suitable instrument. Students improvise using question-answer techniques. Student plays “Hot Cross Buns” on a mallet

instrument, changing the melody of the third measure while keeping the rhythm the same.

Students improvise a melodic answer to a question sung by the teacher.

Teacher sings a familiar four-measure pattern. Student sings a four-measure answer using the same tempo, immediately with no interruption of the beat.


4.3.1 Create and arrange music to accompany reading or dramatizations.Learning Target Compose accompaniment to a text, using sounds to

facilitate mood, context clues, poetic images, and dramatic interpretation.

Performance Tasks Students create original music/sounds to a poem. Students compose mrd melody to accompany a story or

play.

4.3.2 Create and arrange short songs and instrumental pieces within specified guidelines.Learning Target Compose a piece using known rhythmic and melodic

patterns.

Performance Tasks Students will compose a piece using the pentatonic

scale with haiku poetry. Students create a written score.

Compose and/or arrange music for use during liturgical celebrations.

Compose liturgical music such as Psalm Anitphons, “Alleluia”, “Amen”, etc. using steps, leaps, and repeats.



rhythmic durations and related rests in 3/4 and 4/4 meters: quarter note and quarter rest; half note and half rest; paired eighth notes; dotted half note; whole note and whole rest; sixteenth notes.



Students read and perform rhythms with body percussion, pitched, and unpitched instruments.

Students identify as . Students identify as . Students label whole note, whole rest, dotted half note,

and sixteenth notes.

5.3.2 Know how to use a system to read simple pitch notation.Learning Target Identify do, re, mi, fa, sol, and la scale tones and hand

signs.


consisting of slmrd and smrdl using solfa and hand signs.

Students echo-sing melodic patterns using solfa

syllables and hand signs.

5.3.3 Know symbols and traditional terms.Learning Target Read materials including legato, staccato, fermata,

crescendo, decrescendo, and 3/4 and 4/4 time signatures.

Performance Tasks Students learn song with prominent fermata and

demonstrate its use. Students identify and demonstrate growing louder and

softer; replacing with the terms crescendo and decrescendo.

Students sing loud or soft in a game. As one student tries to find an object, the other students will sing louder as the student gets closer and softer as the student moves away.

Students define 3/4 and 4/4 meters.

5.3.4 Know how to use basic symbols to notate music.Learning Target Notate and transcribe from dictation short melodic

patterns using a drmfsl tone set.

Performance Tasks Students notate melodic patterns using individual staff

placemats and marker chips or written worksheets. Notate and transcribe from dictation, short patterns,

adding the following rhythms: whole note, whole rest, dotted half note, sixteenth notes, and single eighth notes.

Students use music notation software to create a four-measure song in a given meter, containing known rhythmic and melodic elements.

Students write rhythmic patterns in stick notation from teacher’s dictation using craft sticks, whiteboards and worksheets.

Label treble clef lines and spaces with absolute pitches.

Students identify names of notes on given staff using whiteboard and worksheets.


6.3.1 Know simple music forms when presented aurally.Learning Target Listen to and identify different forms and sections of

listening examples including rondo (ABACA) and interlude.

Performance Tasks Students listen to the A section of the rondo

“Viennese Muscial Cock” from Hary Janos Suite by Kodaly several times.

Students listen to the entire piece, labeling each section with the appropriate letter, identifying the piece as rondo form.

Students perform movements demonstrating different sections of rondo form.

Students identify and label an interlude in a given piece.

Students create a contrasting movement to represent the interlude in a given listening example.

6.3.2 Know a variety of styles representing diverse cultures.

Learning Target Listen to and identify sound sources, instrumentation,

styles, pitch patterns, and rhythms in a variety of listening examples.

Performance Tasks Students compare and contrast the elements of two

pieces of music through class discussion, written evaluation, or physical movement.

6.3.3 Know terminology to describe music.Learning Target Identify terms relating to elements of music (tempo,

timbre, dynamics, and texture).

Performance Tasks Students listen to music and describe it in everyday

terminology and then in musical terminology. Describe a listening example using the terms mood,

instrumental, vocal, choral, unison, solo, duet, quarter, etc.

Students listen to performances, live and recorded, identifying performers in music terms.

Students listen to contrasting pieces of music and discuss the differences in mood using a word bank of musical terms.

6.3.4 Know the sounds of a variety of instruments and voices from various cultures.Learning Target Listen to and identify timbres of instrument families

and folk instruments.

Performance Tasks Students identify orchestral string and percussion

families. Students identify folk instruments aurally and

visually. Listen and identify voice ranges. Students identify vocal ranges (i.e. soprano, alto,

tenor, bass).

6.3.5 Understand the relationship between music and movement.Learning Target Demonstrate beat, meter changes, dynamic changes,

contrasting sections and style.

Performance Tasks Students devise and demonstrate original movements

that reflect the mood and character of a brief, unfamiliar recorded music example and change their movements to respond to changes.(Music is selected which will provide clear changes in style of the music.)

In small groups, students will create movements to dramatize a section of the story in a piece of program music.




7. EVALUATING MUSIC: Evaluate music and music performance.

7.3.1 Develop appropriate criteria to evaluate performances and compositions.Learning Target Demonstrate respect for musical performances and

opinions of others.

Performance Tasks Students listen respectfully and quietly to performers

and show appropriate appreciation when performance is complete.

Evaluate personal and group performances using grade appropriate criteria and terminology.

Students suggest three important criteria for evaluating music performances and compositions.

Students write down the criteria which may be either in the form of questions or descriptive phrases, creating a word bank.

Students listen to a recording or live performance, applying the above criteria in evaluating the performance.

Identify strengths and weaknesses of selected traditional, contemporary, and/or liturgical music.

Students identify 1 musical strength and 1 musical weakness for a song to be used during a school worship assembly.


Learning Target Write a personal reaction for a given work using

musical terminology to describe and support personal preferences.

Performance Tasks Students share a favorite recording explaining with

appropriate terminology why they like the work. Students choose instruments to accompany a piece of

music, explaining with appropriate terminology, reasons for instrument selection.


Students identify the purpose of the selected liturgical musical selection (e.g. gathering, communion, etc.).



8.3.1 Understand the similarities and differences in the meanings of common terms used in the various arts.Learning Target Performance Tasks

Demonstrate how color is found in both music and art. Students compare and contrast montage in visual art and in music.

Students listen to a piece of music that enhances a coordinating piece of art, describing the common elements.

Students create movement that reflects the music.

8.3.2 Understand the interrelationship of music and other disciplines.Learning Target Relate sound production to science and physics.

Performance Tasks Students play a variety of percussion instruments,

discovering scientific elements of sound. (Vibration, structural material, size, etc.)

Relate music to foreign language. Students sing songs in foreign languages.


9.3.1 Know music from various historical periods.Learning Target Analyze Tchaikovsky’s Peter and the Wolf

Performance Tasks Students listen attentively to Peter and the Wolf. Students identify the instrument which represents each

character. Students identify the musical motive which

accompanies each character. Identify characteristics of the music of Mozart. Students identify composer by genre.

Students identify musical characteristics of composer’s style of music (e.g. homophonic).

Students identify rondo form in given listening example.

Distinguish between liturgical music composed by contemporary composers and those of earlier periods.

Compare a contemporary Mass to one composed by Mozart.

9.3.2 Know how elements of music are used in music examples from various cultures.Learning Target Performance Tasks

Identify qualities of music from various cultures. Students discover and describe stylistic qualities, such as tempo, timbre, texture, instrumentation, etc. of folk and composed music from many places in the word, such as Jamaica, Mongolia, Russia, Ireland, etc.

9.3.3 Know various uses of music in daily experiences.Learning Target Recognize music in media, celebrations, ceremonies,

and leisure.

Performance Tasks Students keep a journal of events or occasions at

which music has been sung, played, or heard outside of school.

Students describe the use of music to handle stress in daily experiences.

9.3.4 Know characteristics that make certain music suitable for its use.Learning Target Decide if the dramatic effect, context cues, tempo, and

style of the music are appropriate to the occasion.

Performance Tasks Plan the music for a special event, such as an end-of-

the-year celebration, composer’s birthday, etc. Using the journal of musical events, students describe

the type of music and the characteristics that made it suitable (or not) for the occasion.

9.3.5 Understand the role of musicians in various music settings and cultures.Learning Target Identify and discuss careers in music.

Performance Tasks Students list careers in music and research one.

9.3.6 Know appropriate audience behavior for the context and style of music performed.Learning Target Identify and demonstrate applause etiquette, flag

etiquette, seating, attire (hats), and appropriate behavior.

Performance Tasks Students discuss appropriate audience behavior in

various performance settings. Students design a checklist of appropriate behaviors. Students attend a performance using appropriate

audience behavior. Students display proper respect while singing the

National Anthem. Demonstrate appropriate behavior for school worship


worship assemblies.

4thGrade

1. SINGING: Students sing alone and with others, a varied repertoire of music.

1.4.1 Sing independently on pitch and in rhythm with appropriate posture.

Learning Target Sing in tune, rhythmically accurate, with a steady beat,

clear diction, and proper posture.

Performance Tasks Students sing a familiar song without accompaniment

in a comfortable key. Students echo-sing melodic patterns and songs

consisting of a drmfsl tone set. Students echo-sing rhythm patterns. Students use correct singing posture while standing.

1.4.2 Sing expressively.Learning Target Sing with greater degrees of sensitivity to dynamic and

tempo changes appropriate to a song.

Performance Tasks Students identify dynamic markings and apply

knowledge when performing a familiar song in unison.

1.4.3 Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.Learning Target Sing age-appropriate songs from various cultures and

regions with an emphasis placed on American folk music, spirituals, and work songs.

Performance Tasks Students sing “Sorida”, a song from Africa, discussing

the cultural context, and creating the appropriate mood and style through vocal and physical expression.

Students sing American folk songs, spirituals, and work songs, discussing their historical value.

Sing a basic repertoire of Catholic liturgical, traditional, and children’s music.

Students sing traditional, contemporary, and liturgical music.

Students sing traditional and contemporary liturgical music using correct vocal and musical expression.


1.4.4 Sing in parts.Learning Target Sing diatonic rounds, canons, partner songs, counter

melodies, descants, melodic ostinato, and simple two-part arrangements.

Performance Tasks Students learn two songs in unison, then sing them as

partner songs.

1.4.5 Sing in groups.Learning Target Sing together blending vocal timbre and matching

subtle changes in dynamic levels.

Performance Tasks Students sing together varying tempo, style, and






2.4.1 Perform independently on an instrument.Learning Target Perform on pitch and in rhythm, using proper

Performance Tasks Students perform an ostinato or bordun on instruments

technique, while maintaining a steady tempo. while singing a song. Students perform level or moving bordun on barred

instruments. Students demonstrate proper technique for playing

tone chimes. Students play recorder with left hand above the right

hand and sit straight and tall. Students echo short rhythms and melodic patterns

using a variety of instruments.

2.4.2 Perform expressively.Learning Target Perform music using expressive qualities (e.g.

changing tempo, dynamics, timbre, phrasing).

Performance Tasks Students choose accompanying instruments to express

the mood of a speech piece or poem.

2.4.3 Perform in groups.Learning Target Perform together, blending instrumental timbres,

matching dynamic levels, and varying tempo while responding to the conductor.

Performance Tasks Students perform level borduns and two-part

instrumental ostinato to accompany known songs. Students work in groups to create an accompaniment

for a familiar song using three instruments. Students perform as a group, simple pentatonic and

five-tone diatonic songs on recorders. Students perform a familiar melody on xylophones or

recorders. Accompany school worship assemblies using

classroom instruments. Students perform on pitched and unpitched

instruments to accompany a school worship assembly. Students perform/accompany a prelude or meditation


3. IMPROVISATION: Students improvise melodies, variations, and accompaniments.

3.4.1 Improvise simple melodies, rhythmic and melodic variations, and accompaniments.Learning Target Improvise melodies, rhythms, and variations based on

familiar materials.

Performance Tasks Students improvise pentatonic melodies on barred

instruments to the rhythm of known songs. Students improvise simple rhythmic and melodic

ostinato accompaniments. Improvise musical answers to musical questions on

the recorder. Students improvise a musical answer to a musical

question, maintaining tempo of question.

4. COMPOSITION: Students compose and arrange music within specified guidelines.

4.4.1 Create and arrange music to accompany reading or dramatizations.Learning Target Compose original music to depict mood and imagery.

Performance Tasks Students analyze the mood of a poem, choose

appropriate instruments, and compose an

accompaniment. Students create an accompaniment for a reading of

“Listen to the Rain” using classroom instruments and voice sounds.

4.4.2 Create and arrange short songs and instrumental pieces within specified guidelines.Learning Target Compose a short piece to a known text using known

rhythmic and melodic patterns.

Performance Tasks Using the American folk song “Down the Road,”

students compose an original melody for recorder on the B section rhythm.

Arrange in rondo form using known materials. Using the songs “Polly Put the Kettle On,” “Roll That Brown Jug Down to Town,” “Hot Cross Buns,” and “Paw Paw Patch”, students arrange and perform a rondo.

Compose and/or arrange music for use during liturgical celebrations.

Compose liturgical music such as Psalm Antiphons, “Alleluia”, “Amen”, etc.

5. READING MUSIC: Students read and notate music.


rhythmic durations and related rests in 2/4, 3/4, 4/4, and 6/8, meters: syncopation; anacrusis (pick-up); eighth note and eighth rest; quarter note and quarter rest; half note and half rest; paired eighth notes; dotted half note; whole note and whole rest; sixteenth notes; eighth note triplet.



Students read and perform rhythms with body percussion, pitched, and unpitched instruments.

5.4.2 Know how to use a system to read simple pitch notation.Learning Target Identify do, re, mi, fa, sol, la, ti, and do’ scale tones

and hand signs.


using solfa and hand signs. Students echo-sing melodic patterns using solfa and

hand signs. Students sing a pentatonic scale using solfa and hand

signs. Identify treble clef absolute pitches (letter names). Students read and play songs on recorder using

standard notation.

5.4.3 Know symbols and traditional terms.Learning Target Identify and demonstrate largo, andante, allegro, and

presto.

Performance Tasks Students define or describe tempo markings using

own terminology. Students listen to a musical selection and identify the

appropriate tempo marking.

Students apply tempo selection to a performance. Demonstrate knowledge of the following symbols and

terms: flats, sharps, accelerando, ritardando, Fine, and da capo al Fine.

Students identify and demonstrate symbols and terms in singing, playing, notation, and analyzing.

5.4.4 Know how to use basic symbols to notate music.Learning Target Notate and transcribe from dictation, adding

syncopation, single eighth note, and single eighth rest.

Performance Tasks Students will notate 4-beat patterns containing known

rhythms including ti-ta-ti as performed by teacher. Notate and transcribe from dictation, short patterns of

solfa and staff notation. Students use staff placemats and marker chips or

worksheets to notate melodic patterns within a diatonic scale.

6. LISTENING: Students listen to, analyze, and describe music.

6.4.1 Know simple music forms when presented aurally.Learning Target Listen to and identify different forms and sections of

listening examples, including 12-bar blues, additive form, D.C. al Fine and interlude.

Performance Tasks Students create a map depicting a piece using D.C. al

Fine. Students identify and label an interlude in a given

piece. Students aurally identify an interlude in a listening

example.

6.4.2 Know a variety of styles representing diverse cultures.Learning Target Listen to a variety of repertoire including vocal and

instrumental performances from various genres, cultures, and historical periods.

Performance Tasks Students listen to, compare, and describe music from

various cultures, such as “Korobushka” (Russia), “Chinese Lion Dance” (China), and “Canoe Song and Dance” (Native American).

6.4.3 Know terminology to describe music.Learning Target Identify grade-level musical characteristics of a

listening example.

Performance Tasks Students listen to a variety of types of music and

describe them using terms, such as accelerando, ritardando, pianissimo, fortissimo, legato, staccato, moderato, andante, allegro, a tempo, etc.

6.4.4 Know the sounds of a variety of instruments and voices from various cultures.Learning Target Compare vocal timbres and styles from various

cultural groups.

Performance Tasks Students compare and describe vocal timbres from

various American cultural groups. (African American, Native American, Applachian, etc.)

Listen to and identify the sounds of different Students visually and aurally identify instruments and

instrument families and specific instruments. instrument families as teacher plays listening examples and shows the actual instrument or pictures of the instrument.

6.4.5 Understand the relationship between music and movement.Learning Target Listen to, move to, and describe various musical

styles, including folk and composed music.

Performance Tasks All students perform group movement to a folk dance

or other movement activity.




7. EVALUATING MUSIC: Students evaluate music and music performance.

7.4.1 Develop appropriate criteria to evaluate performances and compositions.Learning Target Evaluate the quality and effectiveness of music and

music performances.

Performance Tasks Students as a group develop an assessment rubric

containing four areas of grade appropriate terminology.

Students evaluate personal and group performances using assessment rubric.

Demonstrate proper audience etiquette for musical performances.

Students listen respectfully and quietly to performers and show appropriate appreciation when performance is complete.


Learning Target Apply specific criteria when offering constructive

suggestions for improving the performance of self and others.

Performance Tasks Students offer constructive suggestions to improve

musical performances of self and others using grade appropriate terminology.


Students identify the purpose of the selected liturgical musical selection (e.g. gathering, communion, etc.)


8. MUSIC AND OTHER DISCIPLINES: Students understand the relationship between music, the other arts, and other disciplines.

8.4.1 Understand the similarities and differences in the meanings of common terms used in the various arts.Learning Target Demonstrate how form, line, contrast, color, texture,

and/or sequence are found in music, movement,

Performance Tasks Students examine two different art forms and

literature, theatre, and/or visual arts. demonstrate the use of 1 to 2 elements in each.

8.4.2 Understand the interrelationship of music and other disciplines.Learning Target Identify and discuss the part work songs and spirituals

have played in American history.

Performance Tasks Students research and discuss the history behind work

songs and spirituals.

9. MUSIC, HISTORY, AND CULTURE: Students understand music in relation to history and culture.

9.4.1 Know music from various historical periods.Learning Target Compare and contrast the works of two American

composers; Scott Joplin and Aaron Copland.

Performance Tasks Students listen to works from each composer and

describe musical characteristics for each piece studied. Students identify musical time period of each

composer. Students identify 2 to 3 works by each composer.

9.4.2 Know how elements of music are used in music examples from various cultures.Learning Target Identify cultural styles, genres, sound sources, and

rhythms.

Performance Tasks Students describe how elements of music, voices,

and/or instruments are used distinctively in diverse cultures from various parts of the world.

9.4.3 Know various uses of music in daily experiences.Learning Target Identify various uses of secular and sacred music in

entertainment, work, play, and celebration.

Performance Tasks Students learn song literature celebrating events in

American culture such as “The Star Spangled Banner”.

Students identify music which can be used to celebrate Feast Days and other important events in the Catholic Church.

9.4.5 Understand the role of musicians in various music settings and cultures.Learning Target Explore careers and roles of musicians as teacher,

performer, and conductor.

Performance Tasks Students interview a local musician and articulate

their understanding of his/her profession.

9.4.6 Know appropriate audience behavior for the context and style of music performed.Learning Target Demonstrate appropriate applause etiquette for multi-

movement works (orchestral – sections, jazz – soloists).

Performance Tasks Students demonstrate appropriate applause etiquette at

a Symphony or Jazz performance, i.e. clapping at the end of a multi-movement piece, not between each movement.

Demonstrate appropriate behavior for school worship Students sing at the appropriate times during school

assemblies. worship assemblies.

5th Grade

1. SINGING: Students sing alone and with others, a varied repertoire of music

1.5.1 Sing independently on pitch and in rhythm with appropriate posture.Learning Target Sing in tune, rhythmically accurate, with a steady beat,

clear diction, expression, proper posture, increased phrase length, and good breath control.

Performance Tasks Students record their performance as part of an

ensemble using a recording device which is passed along to record each singer’s voice.

Student sing with a relaxed, dropped jaw using clear consonants.

1.5.2 Sing expressively.Learning Target Sing with greater degrees of accuracy and expression.

Performance Tasks Students sing a familiar song from memory,

expressively and accurately, with or without accompaniment. The song should be selected from a repertoire list of classroom pieces at various levels of difficulty.

1.5.3 Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.Learning Target Sing a variety of repertoire, some sung from memory,

including music from various cultures, twelve-bar blues and songs from the Civil and Revolutionary Wars.

Performance Tasks Students identify songs from the Civil and

Revolutionary Wars, discussing historical significance. Students perform songs from memory during a concert

or school worship assembly. Sing a basic repertoire of Catholic liturgical,

traditional, and children’s music. Students sing traditional, contemporary, and liturgical

music. Students sing traditional and contemporary liturgical

music using correct vocal and musical expression.1.5.4 Sing in parts.

Learning Target Sing two-part music written in multiple staves.

Performance Tasks Students sing a familiar part in a two-part song while

other students sing second part. Sing three-part canons. Sing a round such as “Kookaburra” in three parts.

1.5.5 Sing in groups.Learning Target Sing together, blending vocal timbre and matching

subtle changes in dynamic levels.

Performance Tasks Students sing together, varying tempo, style, and



group cantors for school Masses.


2.5.1 Perform on an instrument, alone and in small and large groups.Learning Target Perform with increased rhythmic and melodic

accuracy.

Performance Tasks Students record their performance as part of an

ensemble using a recording device that is passed along to record each player’s classroom instrument. Students and the teacher evaluate and discuss the performance.

Accompany school worship assemblies using classroom instruments.

Students perform on pitched and unpitched instruments to accompany a school worship assembly.

Students perform/accompany a prelude or meditation song for a school worship assembly.

2.5.2 Perform with expression and technical accuracy on a classroom instrument. Learning Target Perform with increased sensitivity and technical

accuracy on classroom instruments.

Performance Tasks Students create an electronic portfolio of a musical

selection on recorder (or other classroom instrument), performing at the beginning, middle, and end of the school year. Each performance should reflect increased sensitivity and technical accuracy.

2.5.3 Perform music representing diverse genres and cultures.Learning Target Perform in the style of twelve-bar blues.

Performance Tasks Students perform a twelve-bar blues accompaniment

to “Good Mornin’ Blues” (pg. 247 in the 5th grade edition of the Share the Music series).

2.5.4 Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

Learning Target Perform simple pentatonic and diatonic melodies on

classroom instruments.

Performance Tasks Students sing a simple, familiar melody and then play

it by ear on the recorder or another melodic instrument. The starting pitch is given and the student may sound the pitch on the instrument. The melodies should feature both stepwise motion and skips.

Accompany known songs, including Catholic liturgical music and worship songs using I, IV, and V chords.

Students sing “Home On the Range” then play by ear a simple accompaniment using I-IV-V chords on an autoharp.

3. IMPROVISATION: Students improvise melodies, variations, and accompaniments.

3.5.1 Improvise simple harmonic accompaniments.Learning Target Improvise a twelve-bar blues accompaniment.

Performance Tasks Students improvise an accompaniment using twelve-

bar blues chord progression on a fretted instrument, a keyboard instrument, a mallet percussion instrument, or an autoharp while the class sings a familiar song containing simple chords (e.g. I, IV, and V).

Improvise simple accompaniments to songs used in worship.

Students improvise an accompaniment to an “Alleluia” using I, IV, and V chords.

3.5.2 Improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys.

Learning Target Improvise on a given rhythm or pentatonic melody

using a variety of sound sources, meters, and tonalities.

Performance Tasks On a recorder or another melodic instrument, or with

the voice, students improvise on a familiar rhythm or pentatonic melody. The variation should be based primarily on melodic embellishments or rhythmic variation. The melody should be eight to sixteen measures long.

3.5.3 Improvise short melodies, unaccompanied and over given rhythmic accompaniments.Learning Target Improvise a twelve-bar blues melody.

Performance Tasks As the class or teacher provides a twelve-bar blues

accompaniment, students improvise a vocal or instrumental pattern over the background.

4. COMPOSITION: Students compose and arrange music within specified guidelines.

4.5.1 Compose short pieces containing the appropriate elements of music.Learning Target Compose a sixteen-measure melody for recorder.

Performance Tasks Students compose a sixteen-measure melody for

recorder using notation software.

4.5.2 Arrange simple pieces for voices or instruments other than those for which the pieces were written.Learning Target Arrange a rondo using original and/or known material.

Performance Tasks Students arrange familiar songs or short melodies into

rondo form.

4.5.3 Use a variety of sound sources when composing and arranging.Learning Target Compose a rondo using classroom instruments and

found sounds.

Performance Tasks Students use everyday sounds they can generate and/or

record (e.g. egg beaters, nature sounds, household appliances) and/or classroom instruments to create an original composition which they tape and play for the class.

5. READING MUSIC: Students read and notate music.

5.5.1 Read complex rhythms in simple and compound meters.Learning Target Demonstrate an understanding of the following

rhythmic durations and related rests in 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures: whole, half, quarter, eighth, sixteenth, triplets, and dotted notes and rests.

Performance Tasks Students sight-read the rhythm of three varied,

unfamiliar excerpts of music, either clapping or using rhythmic syllables. The excerpts vary in length from four to eight measures. Collectively, examples include whole, half, eighth, sixteenth, triplets, and dotted notes and rests in duple meter.

5.5.2 Sight-read simple melodies in both the treble and bass clefs.Learning Target Read and notate short patterns of solfa and treble clef

staff notation using full diatonic scale.

Performance Tasks Students sight-read on the treble clef, four varied,

unfamiliar melodies of four to eight measures each. The student may sing or use any appropriate instrument. The melodies use the full diatonic scale. They are simple rhythmically and contain no notes faster than eighths, except dotted eighth-sixteenth notes.

Identify bass clef absolute pitches (letter names). Students read notes using standard notation.

5.5.3 Know standard notation symbols.Learning Target Read materials including mezzo piano (mp), mezzo

forte (mf), and 1st and 2nd endings.

Performance Tasks Students read and play songs using given dynamic

markings. Students read a song using 1st and 2nd endings.

Notate and transcribe from dictation, melodic and rhythmic material from standard 5, benchmarks 1 and 2.

The teacher sings or plays a simple four-measure phrase of music in 4/4 meter. Students write down the phrase in standard notation in treble clef. The phrase should be pentatonic and should not contain complex rhythms. Students are given the starting pitch. The phrase may be played up to six times.

5.5.4 Sight-read simple music accurately and expressively.Learning Target Sight-read simple music, following dynamics and

expressive markings.

Performance Tasks Students sing simple songs using given dynamic and

tempo markings

6. LISTENING: Students listen to, analyze, and describe music.

6.5.1 Understand appropriate terminology to describe specific music events.Learning Target Recognize and identify various vocal and instrumental

performances (e.g. opera, orchestra, jazz combo, choral, band, ballet).

Performance Tasks Students listen to various vocal and instrumental

performances, both live and recorded. Students compare and contrast an opera performance

and a jazz combo performance.

6.5.2 Know the uses of the elements of music in the analysis of compositions representing diverse genres and cultures.

Learning Target Recognize, identify, and describe major and minor

tonality as well as previously learned expressive qualities in varied listening examples.

Performance Tasks Students listen to “Variations on Twinkle Twinkle”

and identify the changes in tonality.

Listen to and identify theme and variations. Students sing the song “Simple Gifts.” Students listen to and identify the variations in

Copland’s “Appalachian Spring”. Analyze representative works of major composers and

various cultures, and describe using appropriate terminology (e.g. rhythmic, melodic, timbre, tempo, and texture variations, as well as form).

Students listen to Beethoven’s Fifth Symphony and identify the rhythmic motive.

Listen to and identify elements of a concerto. Students identify the solo instrument in a concerto.




7. EVALUATING MUSIC: Students evaluate music and music performance.

7.5.1 Know how to evaluate the quality and effectiveness of music and music performances.Learning Target Evaluate personal and group performances using

grade appropriate criteria.

Performance Tasks Students work in a pair or as a group to develop an

assessment rubric containing four areas of grade appropriate terminology related to singing.

Students evaluate personal and group performances using assessment rubric.

7.5.2 Know how to apply specific criteria when offering constructive suggestions for improving the performance of self and others.

Learning Target Offer constructive suggestions to improve musical

performances using grade appropriate terminology.

Performance Tasks Students list what the class has done well and offer

constructive suggestions for improvement.

8. MUSIC AND OTHER DISCIPLINES: Students understand the relationship between music, the other arts, and

other disciplines.

8.5.1 Know how relationships expressed through music can be expressed differently through other art disciplines.Learning Target Relate terminology in music to terminology in other

art disciplines (e.g. melody/line, color/tone, etc.).

Performance Tasks Students discuss the similarities of terms used to

describe various aspects of the art disciplines.

8.5.2 Know how principles and concepts of other disciplines are related to those of music.Learning Target Describe how music reflects American history.

Performance Tasks Students discuss the background of spirituals. Students discuss songs from the Civil and

Revolutionary Wars.

9. MUSIC, HISTORY, AND CULTURE: Students understand music in relation to history and culture.

9.5.1 Know characteristics of music genres and styles from a variety of music cultures.Learning Target Identify characteristics of the twelve-bar blues.

Performance Tasks Students listen to and identify the distinguishing

characteristics of twelve-bar blues. Identify characteristics of the concerto. Students listen to and identify the distinguishing

characteristics of a concerto.

9.5.2 Know exemplary musical works from a variety of genres and styles.Learning Target Identify characteristics of Baroque and Classical

music, including examples of vocal and instrumental church music.

Performance Tasks Students listen to and identify the distinguishing

characteristics of Baroque and Classical music of Bach and Beethoven.

Students listen to sections from a Mass, one composed by Bach and one by Beethoven.

9.5.3 Know the functions of music, the roles of musicians, and the conditions of performance in several cultures of the world.

Learning Target Explore various careers in music, including church

musicians.

Performance Tasks Students select three diverse cultures and, for each,

describe one role performed by a musician, one function served by the music of that musician, and the conditions under which that music is typically performed. Examples might include a symphony orchestra conductor, a church organist, a composer of television commercials, a middle-school choir director, or the lead guitarist in a rock band; a talking drum drummer in the sub-Saharan Africa; a sitar player in India; a singer in Peking opera; a player in Japanese Kagaku court orchestra; and a player in a Japanese gamelan.

Documents

€¦ · Web viewPerform material using piano/forte and ... including 12-bar blues, ... Students improvise an accompaniment using twelve-bar blues chord progression on a fretted