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MUSIC Singing, playing instruments, moving to music, and creating music enables students to acquire skills and knowledge about a diverse range of musical styles: symphonic, chamber, opera, musical, folk, jazz, pop, mariachi, gospel, and contemporary and traditional cultural genres. Learning to read and notate music gives students skills with which to explore and critique music independently and with others. Listening, analyzing and evaluating music helps students understand their own historical and cultural heritage and those that surround them. STANDARD 1: CREATING ART Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work. READINESS (Kindergarten) 1AM-R1. Sing/play a variety of songs PO 1. Identify singing/speaking voice Possible links to: Language Arts - listening, speaking; Science – sound 1AM-R2. Maintain a steady beat PO 1. Move to music Possible links to: Comprehensive Health - rhythm, bodily balance, movement, kinesiology, motion, energy; Dance - tempo, motion, bodily balance, movement, rhythm; Science - cycle, cause/effect 1AM-R3. Identify variation in tempo and dynamics PO 1. Identify music as fast or slow (tempo) Possible links to: Comprehensive Health - rhythm, bodily balance, movement, tempo, kinesiology, motion, energy; Science - cycle, cause/effect, sound Note: An extensive glossary is provided at the end of this document 1AM-R4. Echo short rhythms and melodic patterns PO 1. Identify difference between beat and rhythm Possible links to: Art – line; Comprehensive Health/Dance - pulmonary, circulatory, rhythm, movement 1AM-R5. Improvise simple rhythmic and melodic ostinato accompaniments on a variety of classroom instruments and materials PO 1. Identify an ostinato 1AM-R6. Identify the sound of a variety of band, orchestra and classroom instruments PO 1. Identify classroom instruments 1AM-R7. Show respect for personal work and the work of others PO 1. Listen attentively while others perform Possible link to: Social Studies - culture, socialization, values FOUNDATIONS (Grades 1-3) 1AM-F1. Sing/play a varied repertoire of songs from different genres and diverse cultures PO 1. Sing and/or play American folk songs Possible links to: Foreign Language - culture, communication,
communities; 1AM-F2. Sing/play, matching timbre and dynamics, in response to conductor cues (e.g., ostinatos [repeating patterns], partner songs [each student has his own part which fits together with others], in rounds, in groups) PO 1. Explain a variety of conducting cues Possible links to: Mathematics - shapes, measurement; Science - cycle, rhythm 1AM-F3. Read/perform whole, half, dotted half, quarter, eighth notes, and rests in 2/4, 3/4, and 4/4 time PO 1. Identify meter and note/rest values of stated
time signatures Possible link to: Mathematics - numbers, count, add, divide, time 1AM-F4. Sing/play expressively, on pitch and in rhythm with appropriate dynamics, phrasing, interpretation, timbre, diction, posture and tempo PO 1. Listen to and describe the elements of expressive
music Possible links to: Comprehensive Health - bodily balance; Social Studies – values 1AM-F5. Perform independent instrumental parts while other students sing or play contrasting parts PO 1. Perform instrumental part alone Possible link to: Science - cause/effect, interaction 1AM-F6. Identify form, tension and release, and balance in music from listening to examples Possible link to: Art - color, line, form, balance, texture 1AM-F7. Improvise in consistent style, meter and tonality (e.g., simple rhythmic variations, simple melodic embellishments) on familiar melodies, short melodies PO 1. Identify a variety of elements for a given style Possible link to: Social Studies - culture, region, history, socialization, values 1AM-F8. Sing/perform with expression and technical accuracy a variety of musical literature representing diverse genres and cultures, with level of difficulty 2 on a scale of 1-6, including some songs performed from memory PO 1. Sing/play numerous pieces within specific styles Possible links to: Foreign Language - communication,
culture, communities; 1AM-F9. Create/arrange short songs and instrumental
pieces within specified guidelines, using a variety of sound sources
(sound sources may include, but are not limited to body percussion,
found objects, non-pitched instruments, pitched instruments, computer
generated sound sources) 1AM-F10. Listen to musical examples with sustained attention and self-discipline Possible link to: Social Studies - socialization, values 1AM-F11. Use standard musical notation to record personal musical ideas and the ideas of others PO 1. Identify constructs of standard musical notation |
