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Elementary Music Grades K-6

Kindergarten: Music

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-3, 5a. Explore the voice using whispering, singing, speaking, and calling voices.
1-3, 5b. Practice a wide variety of songs, finger plays, rhymes, echo songs, call and response songs.
1-3c. Practice matching pitch.
1-3d. Explore high and low pitch, and up and down melodic direction in a variety of ways.
1-3e. Echo short rhythmic and melodic motives.
1-3, 5f. Practice using classroom instruments and Orff instruments appropriately and musically.
1-3g. Accompany songs with classroom instruments.
3, 4, 6h. Create accompaniments using classroom instruments for stories and rhymes.
1-4i. Explore environmental/“found” and body percussion sounds.
1-3j. Practice steady beat.
1-3k. Distinguish between fast and slow, long and short, loud and soft sounds, and apply them appropriately to performance/creative/listening activities.
1, 6l. Recognize the use of symbols/pictures to represent musical concepts.
1-3, 6m. Use movement to demonstrate musical concepts such as phrase, melodic direction, and tempo. Experience same and different sections.
7n. Listen to guest musicians tell about their instruments.
STANDARD BHistory and Culture
1, 2, 5, 8a. Listen to and perform a wide variety of music from different cultures and historical periods, including traditional Alaska Native Music.

Kindergarten: Music

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD CEvaluation and Analysis
4, 5a. Listen to and/or observe and discuss many examples of music, including recordings and live performances.
1, 2b. Describe specific musical aspects of a given example (e.g., loud/soft, names of instruments).
5c. Practice and exhibit appropriate audience skills.
2d. Distinguish between strings, winds, and percussion instruments.
2e. Distinguish between adult male, adult female, and child voices.
STANDARD DAesthetic Perception
1, 5, 6a. Express, through other art forms, feelings evoked by music.
1, 4-6b. Express feelings evoked by music from various cultures and historical periods.

ASSESSMENTS (See Online curriculum resources for examples.)
• Observational/anecdotal teacher notes
• Student skill checklists
• Video of performance

First Grade: Music

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-3, 5a. Explore and develop the voice by using whispering, singing, speaking, and calling voices.
1-3, 5b. Sing a wide variety of songs, including folk literature, call and response songs, and echo songs.
1-3c. Practice matching pitch.
1-3d. Review high and low and up and down melodic direction and relate these to how they look on the 5 line staff (e.g., how notes look when they go up).
1-3e. Read, write, and perform So and Mi on an abbreviated staff (2-3 lines).
1-3f. Practice steady beat and patterns in beat (e.g., pat, pat, clap, clap).
1-3g. Distinguish between fast and slow tempi and loud and soft sounds; apply them appropriately in performance and/or listening activities.
1-3h. Distinguish between long and short sounds.
1-3i. Distinguish between steady beat and rhythm patterns (“rhythm of the words”).
1-3j. Read, write, and perform image 011 and image 014 and image 017.
1-3k. Echo simple rhythmic and melodic motives.
1-4l. Explore environmental/“found” sounds.
1-4m. Use body percussion (stamp, pat, clap, and snap) to practice steady beat and rhythm.
1-3, 5n. Practice using classroom instruments (including Orff instruments) appropriately and musically.
1-3o. Show knowledge of phrases including same and different phrases.
1-3p. Create simple question and answer phrases.
1-3q. Create introductions and codas.
1-3r. Accompany songs and rhythms with body percussion and classroom instruments, including Orff instruments.
1-3s. Play a simple steady beat accompaniment on the Orff instruments.
3, 4, 6t. Create and improvise accompaniments for stories and poems.
1-3u. Experience same and different sections; identify AB form.
6v. Relate learned musical concepts to other arts and disciplines outside the arts, for example language arts or science.
7w. Introduce the terms composer, performer, and soloist.

First Grade: Music

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD BHistory and Culture
1, 2, 5, 8a. Listen to and perform a wide variety of music from different cultures and historical periods, including Alaska Native music.
3, 4, 5, 8b. Recognize specific works of music (e.g., Peter and the Wolf).
STANDARD CEvaluation and Analysis
2, 4, 5a. Listen to and/or observe and discuss many examples of music, including recordings and live performances.
1, 2b. Describe specific musical aspects of a given example (e.g., loud/soft, names of instruments).
5c. Practice and exhibit appropriate audience skills.
1, 3d. Begin to analyze own performance and created sounds according to criteria.
1e. Distinguish between winds, percussion, and string instruments.
STANDARD DAesthetic Perception
1, 5, 6a. Express feelings evoked by music from various cultures and historical periods.
1, 4, 5, 6b. Express, through other art forms, feelings evoked by music.

ASSESSMENTS (See Online curriculum resources for examples.)
• Observational/anecdotal teacher notes
• Simple tests
• Student samples
• Student skill checklists
• Video/audio performance

Second Grade: Music

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-3, 5a. Continue to refine the voice through echo singing, call and response songs, and expanded repertoire, with vocal production guidance from the teacher.
1-3b. Review high and low pitch, up and down melodic direction, repeated pitches, and relate these to how they look on the 5-line staff (e.g., how notes look when they go up).
1-3c. Read, write, and perform So -Mi, and So-Mi-La patterns.
1-3d. Maintain steady beat and patterns in beat.
1-3e. Identify beats grouped in 2’s and 3’s. Practice strong beat in duple and triple meters.
1-3f. Read, write, and perform iamge 024, image 027, image 030, image 032, image 034 and image 037.
1-3g. Echo simple rhythmic phrases.
1-5h. Practice using classroom instruments appropriately, and musically create sound “stories” with instruments.
1-3i. Show knowledge of same and different phrases; create simple question and answer phrases.
1-4j. Create introductions and codas; show knowledge of AB and ABA form; show knowledge of repeat sign.
1-5k. Add accompaniments with body percussion and classroom instruments, including Orff instruments. These should include steady beat and ostinato accompaniments.
1-3l. Identify and use dynamics: loud, soft, getting louder, getting softer.
1-3m. Identify and use tempi: fast, slow, getting faster, getting slower.
7n. Define the terms conductor, performer, and soloist.
7o. Talk to a guest musician.
6p. Relate learned musical concepts and/or activities to other arts and disciplines outside the arts.
STANDARD BHistory and Culture
1, 2, 5, 8a. Listen to and perform a wide variety of music from different cultures and historical periods.
3-5, 8b. Recognize specific works of music and well-known stories in music (e.g., The Nutcracker, Carnival of the Animals).
1, 2, 5, 8c. Listen to and perform, when culturally appropriate, traditional Alaska Native music.

Second Grade: Music

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD CEvaluation and Analysis
1, 4, 5a. Listen to and/or observe and discuss many examples of music including recordings and live performances.
1, 2b. Describe specific musical aspects of a given example (e.g., loud/soft, names of instruments).
5c. Practice and exhibit appropriate audience skills.
1, 3d. Begin to analyze own performance and created sounds according to criteria.
2e. Distinguish between adult male, adult female, and child voices.
2f. Distinguish between an orchestra and a band.
STANDARD DAesthetic Perception
1, 4-6a. Express feelings evoked by music from various cultures and historical periods.
1, 5, 6b. Express, through other art forms, feelings evoked by music.
1, 4, 5c. Consider cultural beliefs about works of music.
6, 7d. Talk about how music is used in everyday family life.

ASSESSMENTS (See Online curriculum resources for examples)
• Observational/anecdotal teacher notes
• Self evaluation
• Simple tests
• Student skill checklists
• Venn diagram for comparisons of two contrasting pieces of music
• Video of performance

Third Grade: Music

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-3, 5a. Continue to refine the voice through a varied repertoire and vocal production guidance from the teacher, producing a clear, free-flowing tone as opposed to shouting.
1-3, 5b. Sing rounds, partner songs, and vocal ostinati.
1-3c. Read, write, and perform So-Mi, So-Mi-La, and Mi-Re-Do patterns as well as combinations of these.
1-3d. Know the absolute pitch names (treble clef) of the five-line staff (A, B, C, etc.), as they relate to knowledge on recorder or other instruments.
1-3e. Maintain steady beat in various tempi and meters, including 6/8.
1-3f. Identify aurally and visually the difference between duple and triple meter.
1-3g. Read, write, and perform all previously learned rhythmic symbols, plus: image 043, image 045, image 047, image 032image 049image 032.
1-3h. Begin to learn the formal names: quarter note, eighth note, half note, whole note, and corresponding rests.
1-3, 5i. Practice using classroom instruments appropriately and musically.
1-3j. Introduce recorder.
6k. Use recorder and other instruments to accompany poetry and stories.
1-3l. Show knowledge of same and different phrases; create simple question and answer phrases.
1-3, 4m. Create introductions and codas; show knowledge of AB, ABA, and rondo form; repeat sign, DC al fine, DS al fine, fermata; identify verse and refrain.
1-3, 5n. Add accompaniments with body percussion and classroom instruments, including Orff instruments. These should include steady beat and multiple ostinato accompaniments.
1-3o. Sing and listen to melodies with simple chordal accompaniment. Experience playing simple two-chord accompaniments.
6p. Relate learned musical concepts and/or activities to other arts and disciplines outside the arts.
1-3q. Identify and use traditional markings for dynamics: loud, soft, getting louder, getting softer.
1-3r. Identify and use traditional markings for tempi: fast, slow, getting faster, getting slower.
1-3s. Use legato, staccato, and accent.
7t. Define performer, composer, conductor, orchestra member, band member, and soloist.
7u. Listen to guest musicians tell about their instruments and/or careers.

Third Grade: Music

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARDBHistory and Culture
1-8a. Listen to and perform a wide variety of music from different cultures and historical periods.
3-5, 8b. Recognize specific works of music (e.g., Peer Gynt Suite).
1, 2, 5, 8c. Listen to and perform, if culturally appropriate, traditional Alaska Native music.
STANDARD CEvaluation and Analysis
1, 2, 4, 5a. Listen to and/or observe and discuss many examples of music including recordings and live performances.
1, 2, 4, 5b. Describe specific musical aspects of a given example (e.g., loud/soft, names of instruments).
5c. Practice and exhibit appropriate audience skills.
1, 3d. Begin to analyze own performance and created sounds according to criteria.
2e. Listen to and identify the four families of orchestral instruments, the instruments within those families, and instruments from other cultures.
STANDARD DAesthetic Perception
1, 4-6a. Express feelings evoked by music from various cultures and historical periods.
1, 5, 6b. Express, through other art forms, feelings evoked by music.
1, 2, 4, 5c. Consider cultural beliefs about works of music.
6, 7d. Recognize role of music in own life.

ASSESSMENTS (See Online curriculum resources for examples)
• Observational/anecdotal teacher notes
• Self evaluation
• Simple tests
• Student skill checklists
• Venn diagram for comparison of two contrasting pieces of music
• Video of performance

Fourth Grade: Music

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-3a. Sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture.
1-3, 5b. Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.
1-3, 5c. Sing rounds, partner songs, vocal ostinati, and counter melodies; begin reading two-part music on score; respond to cues of the conductor.
1-3d. Add low So, low La, and high Do to the previously learned melodic patterns.
1-3e. Begin learning the major scale, including Fa and Ti and combinations of those notes.
1-3f. Play and sing simple diatonic melodies using solfege and absolute pitch names.
1-3g. Echo rhythmic and melodic phrases.
1-3h. Read, write, and perform all previously learned symbols and: image 056, image 059, and image 062in image 065, image 068, and image 071 meter signatures.
1-3i. Begin to learn the formal names: quarter note, eighth note, half note, whole note, and corresponding rests, and the idea of counting with numbers.
1-3, 5j. Use classroom instruments appropriately and musically; continue recorder.
1-6k. Create accompaniments and sounds for poetry and stories with instruments.
1-3, 5l. Add accompaniments with body percussion and classroom instruments, including Orff instruments.
1-3m. Improvise question and answer phrases and simple melodic and rhythmic ostinato accompaniments.
1-3n. Begin to learn two-chord accompaniments on Orff instruments or autoharp.
1-3o. Show knowledge of introduction, coda, interlude, AB, ABA, and rondo form; repeat sign, DC al fine, DS al fine.
1-3p. Identify and use traditional markings for tempi and dynamics: f (loud), p (soft), crescendo, decrescendo, fermata, fast, slow, getting faster, getting slower.
1-3q. Use legato, staccato, and accent in performance.
7r. Define the terms composer, professional musician, soloist, conductor, orchestra member, band member, and folk performer.
7s. Listen to guest musicians tell about their experiences in music.
6t. Relate learned musical concepts and/or activities to other arts and disciplines outside the arts.

Fourth Grade: Music

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD BHistory and Culture
1-8a. Listen to and perform a wide variety of music from different cultures and historical periods, including Alaska Native music.
1-8b. Begin to identify by style aural examples of music from various historical periods and cultures.
1-8c. Describe how elements of music are used in the music of various cultures.
4, 5, 8d. Identify various uses of music in daily life and describe characteristics that make music suitable for each use.
3-5, 8e. Become familiar with well-known compositions associated with stories (e.g., Pictures at an Exhibition).
STANDARD CEvaluation and Analysis
1, 2, 4, 5a. Listen to and/or observe and discuss many examples of music including recordings and live performances.
1, 2, 4, 5b. Describe specific musical aspects of a given example, with increasingly sophisticated use of music terminology.
2c. Identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female voices.
5d. Practice and exhibit appropriate audience skills.
1-3e. Use criteria for evaluating performances and compositions.
STANDARD DAesthetic Perception
1, 4-6a. Express feelings evoked by music from various cultures and historical periods.
1, 5, 6b. Express, through other art forms, feelings evoked by music.
1, 2, 4, 5c. Consider cultural beliefs about works of music.
6, 7d. Recognize role of music in own land and others; also in daily life.
1, 6, 7e. Using appropriate music terminology; explain personal preferences for specific musical works and styles.

Fifth Grade: Music

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-3a. Continue to improve vocally with emphasis on correct breathing and breath as a source of energy in skillful singing.
1-3, 5b. Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.
1-3, 5c. Sing rounds, partner songs, vocal ostinati, and counter melodies.
1-3d. Begin reading two-part music on score; respond to cues of the conductor; develop ensemble skills.
1-3e. Play and sing simple diatonic melodies using solfege and absolute pitch names.
1-3f. Play and sing simple melodies in minor, using La as the home tone.
1-3g. Echo rhythmic and melodic phrases.
1-3h. Experience and practice steady beat in a variety of meters; review reading rhythms from previous grades.
1-3i. Read, write, and perform dotted and syncopated rhythms image 011image 032, image 032image 011 •.
1-3j. Introduce reading rhythms in 6/8 time.
1-3k. Expand concept of counting rhythm with numbers.
1-5l. Use classroom instruments appropriately and musically (including recorder).
1-3m. Begin to explore instruments such as guitar, autoharp, keyboard, and MIDI.
1-3, 5n. Add accompaniments with body percussion and classroom instruments, including Orff instruments. These should include steady beat and multiple ostinato accompaniments.
1-4o. Improvise question and answer phrases and simple melodic and rhythmic ostinato accompaniments; create contrasting sections in a form.
1-3p. Practice two-chord accompaniments.
1-3q. Show knowledge of a variety of forms, including rondo, and theme and variations.
1-4r. Identify and use traditional markings for dynamics: loud, soft, getting louder, getting softer.
1-4s. Identify and use traditional markings for tempi: fast, slow, getting faster, getting slower.
1-4t. Use legato, staccato, and accent in performance.
7u. Define performer, composer, conductor, orchestra member, band member, and soloist.
7v. Listen to guest musicians tell about their instruments and/or careers.
7w. Define the terms composer, professional musician, soloist, conductor, orchestra member and band member, and folk performer.
6x. Relate learned musical concepts and/or activities to other arts and disciplines outside the arts.

Fifth Grade: Music

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD BHistory and Culture
1-8a. Listen to and perform a wide variety of music from different cultures and historical periods, including Alaska Native music.
1-8b. Identify, by style, aural examples of music from various historical periods and cultures.
1-8c. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.
1-8d. Compare the functions music serves, roles of musicians, and conditions under which music is typically performed in various cultures.
4, 5, 8e. Identify several exemplary compositions from composers of diverse backgrounds, including one American composer.
3-5, 8f. Recognize specific works of music and well-known stories in music (e.g., Billy the Kid).
STANDARD CEvaluation and Analysis
1, 2, 4, 5a. Listen to and/or observe and discuss many examples of music including recordings and live performances.
2b. Listen to all orchestral instruments; discuss the instrumentation in other groups, such as jazz ensembles, bluegrass groups, and other ensembles.
2c. Listen to and discuss the use of electronic media in composition.
1, 3, 4d. Evaluate the quality and effectiveness of personal and others' performances, compositions, and improvisations by applying specific criteria and offering constructive suggestions for improvement.
1, 3, 4e. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in own personal listening and performing.
STANDARD DAesthetic Perception
1, 4-6a. Express feelings evoked by music from various cultures and historical periods.
1, 5, 6b. Express, through other art forms, feelings evoked by music.
1, 2, 4, 5c. Consider cultural beliefs about works of music.
6, 7d. Recognize themes of music, such as love, peace, conflict, community, and childhood.
1, 6, 7e. Use appropriate music terminology to explain personal preferences in specific musical works and styles.

Sixth Grade: Music

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-3, 5a. Sing accurately with good breath control and tone throughout own singing ranges, alone and in small ensembles, including some songs from memory.
1-3b. Review all previously learned melodic patterns; play and sing simple diatonic melodies using solfege and absolute pitch names.
1-3c. Study the function of key signatures; determine starting pitch.
1-3d. Play and sing simple melodies in minor, using La as the home tone.
1-3e. Echo short rhythmic and melodic phrases.
1-3f. Experience steady beat in a variety of meters including: image 087 and image 090 (example, “Take Five” and Greek folk dances) and review reading rhythms from previous grades, including image 093 and image 096.
1-3, 5g. Use classroom instruments appropriately and musically.
1-3h. Refine recorder skills.
1-3, 5i. Explore instruments such as guitar, autoharp, keyboard, and MIDI.
1-3, 5j. Add accompaniments with body percussion and classroom instruments, including Orff instruments; these should include steady beat and multiple ostinato accompaniments and two and three chord accompaniments.
1-4k. Improvise question and answer phrases and simple melodic and rhythmic ostinato accompaniments; create contrasting sections in a form.
1-4l. Improvise simple harmonic accompaniments.
1-3m. Show knowledge of a variety of forms, including rondo, theme and variations, 12-bar blues. Introduce symphony as a form.
1-4n. Identify and apply dynamics, tempo, and stylistic sensitivity in performance.
1-5o. Integrate music and other art forms to create a work of art.
7p. Define the terms composer, professional musician, soloist, conductor, orchestra member, band member, and folk performer.
7q. Listen to guest musicians tell about their experiences in music.
6r. Relate learned musical concepts and/or activities to other arts and disciplines outside the arts.

Sixth Grade: Music

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD BHistory and Culture
1-8a. Listen to and perform a wide variety of music from different cultures and historical periods, including Alaska Native music.
1-8b. Identify, by style, aural examples of music from various historical periods and cultures.
1-8c. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.
1-8d. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.
4, 5, 8e. Identify six compositions from composers of diverse backgrounds, including one American composer.
3-5, 8f. Recognize specific works of music and well-known stories in music (e.g., Firebird Suite).
STANDARD CEvaluation and Analysis
1, 2a. Analyze the use of elements of music in aural examples representing diverse genres and cultures.
1, 2b. Describe specific music events in a given aural example using appropriate terminology.
2c. Listen to all orchestral instruments; discuss the instrumentation in other groups (e.g., jazz ensembles, bluegrass groups, and other ensembles).
2d. Listen to and discuss the use of electronic media in composition.
1-4e. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in own personal listening and performing.
1, 3, 4f. Evaluate the quality and effectiveness of own and others’ performances, compositions, and improvisations by applying specific criteria and offering constructive suggestions for improvement.
STANDARD DAesthetic Perception
1, 4-6a. Express feelings evoked by music from various cultures and historical periods.
1, 5, 6b. Express, through other art forms, feelings evoked by music.
1, 2, 4, 5c. Consider cultural beliefs about works of music.
1, 4-7d. Recognize themes in music such as love, peace, conflict, community, childhood, and religion.
1, 4-6e. Compare two or more areas of the arts and how the characteristic materials of various art forms can be used to transform similar events, scenes, emotions, or ideas into works of art.
1, 6, 7f. Express own personal preferences about a given piece of music using appropriate music terminology.

Fourth - Sixth Grade: Music

ASSESSMENTS (See Online curriculum resources for examples)
• Concept mapping
• Observational/anecdotal teacher notes
• Performance critiques
• Self-evaluation
• Simple tests
• Student skill checklists/rubrics
• Venn diagram for comparison of two contrasting pieces of music
• Video/audio performances

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