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