Download ELEMENTARY MUSIC POWER STANDARDS

ELEMENTARY MUSIC POWER STANDARDS
GRADE 1
1.
PITCH
 Know the difference between high & low sounds.
 Identify melodic direction as upward, downward or repeated.
 Accurately repeat pitch of sol, mi, la (5-3-6) sung by the teacher.
2.
TONE COLOR
 Hear, play, and identify classroom percussion instruments
 Identify instruments from 4 orchestral families (flute, violin, trumpet,
tympani)
 Identify music & instruments from different cultures (koto, maracas,
etc.)
3.
DYNAMICS
 Respond to and identify loud and soft
 Identify and perform to gradual changes of louder & softer
4.
TEMPO
 Recognize when musical tempo changes
 Identify & move to slow and fast tempos
5.
RHYTHM
 Respond to the steady beat by clapping, walking, running, skipping,
galloping, sliding, playing classroom instruments
 Recognize & perform rhythm patterns using syllables for quarter,
beamed eighth notes and quarter rest – tah / ti-ti / sh
6.
FORM
 Sing and identify verse / refrain; introduction; solo / chorus
7.
NOTATION
 Identify a Quarter note, Quarter rest, and beamed 8th notes (1beat)
 Recognize line and space notes and their positions on the staff (line 1,
space 2, etc.)
8.
GENERAL
 Participate in class activities & performances – sings action songs,
singing games, holiday songs, and dances from our country & other
cultures
 Listen attentively and follows directions
 Practice appropriate concert behavior
(May 2007)
ELEMENTARY MUSIC POWER STANDARDS
GRADE 2
1.
PITCH
 Know the difference between high & low sounds
 Identify melodic direction as upward, downward or repeated
 Recognize line and space notes and their positions on the staff (line
1, space 2, etc)
 Accurately repeat pitches of sol, mi, la, & do (5-3-6-1)
2.
TONE COLOR
 Hear, play, and identify classroom percussion instruments
 Identify instruments from 4 orchestral families (flute, violin,
trumpet, tympani)
 Identify music & instruments from different cultures (koto,
maracas, etc.)
3.
DYNAMICS
 Respond to and identify loud and soft
 Identify & perform Forte (f) and Piano (p) and their symbols
 Identify & perform to gradual changes of louder & softer
4.
TEMPO
 Recognize when musical tempo changes
 Identify & move to slow and fast tempos
5.
RHYTHM
 Respond to the steady beat by clapping, running, skipping,
galloping, sliding, playing classroom instruments
 Recognize & perform rhythm patterns using syllables for whole,
half, quarter, eighth notes and corresponding rests – tah-a-a-a /
tah-a / tah / ti-ti
 Use classroom instruments to accompany rhythm activities
 Introduce Time Signatures of 2/tah (2/4) and 3/tah (3/4)
6.
FORM
 Sing and identify same and different sections of musical form
(verse / refrain)
 Sing, hear, and identify AB and ABA form
7.
NOTATION
 Identify a staff, treble clef, bar lines, measures, and double bar line
 Identify repeat signs & fermata
 Identify a Quarter note, Quarter rest, and beamed 8th notes
8.
GENERAL
 Participate in class activities & performances – sing action songs,
singing games, and dances from other cultures
 Listen attentively and follows directions
 Practice appropriate concert behavior
 Sing solos and in groups
(May 2007)
ELEMENTARY MUSIC POWER STANDARDS
GRADE 3
1.
PITCH
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2.
Knows the difference between high & low sounds
Identify melodic direction as upward, downward or repeated
Recognizes line and space notes and their positions on the staff
Accurately repeat pitches of sol, mi, la, re, & do (5-3-6-2-1)
TONE COLOR
 Hear, play, and identify classroom percussion instruments
 Identify families of orchestral instruments (string, woodwind,
brass, percussion)
 Identify instruments from orchestral families and their different
tone qualities (flute, violin, trumpet, tympani)
3.
DYNAMICS
4.
TEMPO
 Responds to and identifies loud and soft
 Identifies & performs Forte (f) and Piano (p) and their symbols
 Identifies & performs crescendo & decrescendo symbols on
instruments
 Knows term “tempo” means “speed”
 Identifies & performs fast & slow, faster & slower, gradually faster
& gradually slower
5.
RHYTHM
 Responds to the beat by clapping, walking, running, skipping,
galloping, sliding, playing classroom instruments, or chanting
 Recognize & performs rhythm patterns using whole, half, dotted
half, quarter, eighth notes and corresponding rests\
 Use classroom instruments to accompany rhythm activities
 Play steady beats in 2/4, 3/4, 4/4 meters
6.
FORM
 Sing and identify same and different sections of musical form
(verse / refrain)
7.
NOTATION
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(May 2007)
Identify a staff, treble clef, bar lines, measures, and double bar line
Identify repeat signs, fine, D.C. al fine, coda
Identify fermata, sharp, and flat symbols
Identify staccato and legato symbols
Identify a Quarter note, Quarter rest, and beamed 8th notes (1 beat)
Identify half notes, half rests (2 beats each)
Identify whole notes, whole rests ( 4 beats each)
Identify dotted half notes (3 beats each)
Identify 2/4, 3/4, and 4/4 meters
Identify the 5 lines and 4 spaces on the Treble Staff by letter names
ELEMENTARY MUSIC POWER STANDARDS
GRADE 4
1.
PITCH
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2.
Identify pitch as highs and lows of tones
Identify melodic direction as upward, downward, or repeated
Accurately repeat pitches of do, re, mi , sol, la, do
Correlate solfege to numerical scale degrees (1, 2, 3, 5, 6, 8)
TONE COLOR
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Hear, play and identify classroom instruments
Identify visually & aurally voice ranges (soprano, alto, tenor, bass)
Identify terms (duet, trio, quartet, chorus)
Identify orchestral families and instruments such as the flute, tuba,
violin, tympani and their ranges
 Identify instrumental ensembles (orchestra, jazz band, marching
band)
3.
DYNAMICS
 Define & identify forte
 Define & identify forte (loud, “f”), piano (soft, “p”), mezzo forte
(med loud, “mf”), mezzo piano (med soft, “mp”), very loud
(fortissimo, “ff”), very soft (pianissimo, “pp”)
 Identify crescendo & decrescendo symbols and their meanings
4.
TEMPO
 Define & identify allegro (fast), lento (slow), andante (walking),
and moderato (moderately)
 Define accelerando (gradually getting faster) and ritardando
(gradually getting slower)
5.
RHYTHM
 Identify & perform simple patterns in 4/4 with whole, half, quarter,
eighth notes and corresponding rests and dotted half and dotted
quarter notes
 Identify note and rest values whole, half, quarter, 8th, dotted
quarter, dotted half
 Identify and perform rhythm pattern of syncopation (syn-co-pa)
 Identify time signature: 2/4, 3/4, 4/4, and 6/8
 Conduct songs in 2/4, 3/4, and 4/4
6.
FORM
 Sing and identify contrasting phrases & sections; AB
(verse/refrain) or ABA
 Identify Rondo Form (ABACA)
 Identify thick & thin texture
7.
NOTATION
 Identify basic notational symbols including treble & bass clef
signs, bar lines, measures, double bar lines
 Identify whole, half, dotted half, quarter, dotted quarter, 8th notes
and corresponding rests
 Identify fermata, sharp, and flat symbols
 Identify repeat signs fine, D.C. al fine and coda
 Identify letter names of Treble Clef staff including middle C
8.
APPRECIATION
 Recognize various composers and their works
 Recognize descriptive music selections
 Identify music & instruments historically and from different
cultures (bagpipes, koto, etc.)
 Recognize and practice audience or performer behavior
appropriate to the style of music performed
 Demonstrate respect for music performed by other students or
professional performers
9.
GENERAL
 Participate in class activities and scheduled performances
 Practice appropriate classroom and concert behavior
(May 2007)
ELEMENTARY MUSIC POWER STANDARDS
GRADE 5
1.
PITCH
 Identify steps, wide & narrow leaps, repeated tones, phrases,
pentatonic scale (5-tone scale)
 Identify pitch as highs and lows of tones
 Demonstrate proper breath management, posture, diction, phrasing,
tone quality appropriate for this age
 Identify & sing with sight reading number (1-8) or solfege (do, re,
mi, fa, sol, la, ti, do) in the key of C, using diatonic movement.
Identify high do as 1 (High “Do”)
2.
TONE COLOR
 Identify duet, trio, quartet, chorus, voice ranges (soprano, alto,
tenor, bass)
 Aurally identify between major and minor tones
 Hear, play and identify classroom instruments
 Identify by sight and sound instruments from orchestral families
 Differentiate between band and orchestra instruments
3.
DYNAMICS
 Define & identify forte (loud, “f”), piano (soft, “p”), mezzo forte
(med loud, “mf”), mezzo piano (med soft, “mp”), very loud
(fortissimo, “ff”), very soft (pianissimo, “pp”)
 Identify crescendo & decrescendo symbols and their meanings
4.
TEMPO
 Define & identify allegro (fast), lento (slow), andante (walking),
and moderato (moderately)
 Define accelerando (gradually getting faster) and ritardando
(gradually getting slower)
 Identify time signatures: 2/4, 3/4, 4/4, 6/8
 Conduct songs in 2/4, 3/4, and 4/4 meters
5.
RHYTHM
 Identify even and uneven patterns, syncopation (syn-co-pa), triplet
rhythm patterns
 Identify & perform simple patterns in 4/4 with a whole, half,
dotted half quarter, dotted quarter, eighth notes and corresponding
rests
 Identify note and rest values
6.
FORM
 Identify & sing AB (verse/refrain); ABA, Rondo (ABACA)
 Identify introduction, coda, partner songs, round, countermelody,
descant
7.
NOTATION
 Identify basic notational symbols including treble & bass clef
signs, (whole, half, dotted half, quarter, dotted quarter, eighth
notes, beamed and single) and corresponding rests
 Identify staccato, legato, and accent symbols
 Identify fermata, sharp, and flat symbols
 Identify repeat signs, fine, D.C. al fine, D.S. and 1st and 2nd endings
 Identify letter names of treble clef staff including middle C
8.
APPRECIATION
 Recognize various composers and their works
 Recognize descriptive music selections
 Identify music & instrument historically and from different
cultures
 Recognize and practice audience or performer behavior
appropriate to the style of music performed
 Demonstrate respect for music performed by other students or
professional performers
9.
GENERAL
 Participate in class activities and scheduled performances
 Practice appropriate classroom and concert behavior
(May 2007)
ELEMENTARY MUSIC POWER STANDARDS
KINDERGARTEN
 Identify the difference between the singing and speaking voice
 Identify the timbre of adult voices, children’s voices and instruments
 Sing and play classroom instruments independently or in a group
 Sing songs from diverse cultures and styles or play such songs on musical
instruments
 Sing and play musical games from different cultures
 Identify and move to the steady beat in musical performances
 Identify higher/lower; louder/softer; faster/slower; and same/different
sounds in musical performances
(May 2007)