Number
/ First Grade Music Benchmark TargetBy years end, students will: / TEKS /
Curriculum Connection
1. / Identify the difference between the following voices: singing/speaking, whispering/shouting, male/female, adult/child / 1.1A2. / Identify the difference between the following percussion timbre: metal, membrane, shaker, wood, string, electronics / 1.1A
3. / Identify the difference between the following orchestral families: string, percussion, brass, woodwind / *1.1A
4. / Differentiate between the following contrasts: high/low, beat/no beat, sound/silence, fast/slow, long/short, loud/quiet, up/down, same/different, upward/downward. / *1.1B
*1.1C
5. / Identify repetition and contrast in musical examples / *1.1C
6. / Identify and perform musical examples in the following forms: AB, ABA, verse/refrain and call and response. / *1.1C
7. / Demonstrates practice appropriate posture, breath support vocal tone, and diction when singing / *1.2B
8. / Sing individually or in groups matching pitch / 1.2A
1.2B
9. / Perform individually or in groups by playing various musical instruments / 1.2A
1.2B
10. / Review and practice left to right reading skills with the following: pattern/word and rhythm/melody / *1.3.A
11. / Identify the difference between spaces and lines of 5-line staff. / *1.3A
1.3B
12. / Identify and write the following musical notations: quarter note, eighth note, and quarter rest using manipulatives/visual aides. / *1.3A
1.3B
13. / Identify and sing the following syllables: sol, mi, and la / *1.3A
1.3B
14. / Identify bar line, double-bar line, and repeat sign using manipulatives/visual aides. / *1.3A
15. / Review, identify, and perform a steady beat / *1.4A
1.6A
16. / Learn and perform a 4-beat rhythmic pattern usinthe following: quarter note, eighth note, and quarter rest / 1.4A
17. / Create and perform short melodic patterns using the following syllables: sol, mi, and la / *1.4B
18. / Perform songs, play musical games, and identify musical styles from different cultures / *1.5A
19. / Identify simple relationships between music and other subjects, such as: Math, Language Arts, Social Studies, Science, and Character Education / 1.5B
20. / Identify and respond to various moods in music / *1.6A
21. / Use the following terminology to evaluate a musical performance: higher/lower, louder/softer, faster/slower, and same/different / 1.6A
22. / Review and practice appropriate audience etiquette during live performances / 1.6B
*Indicates Humble ISD requirement.
*Indicates Humble ISD requirement.
Number
/2nd Grade Music Benchmark Target
By year’s end, students will: /Link to TEKS
/ Curriculum Connection1. / Identify the difference visually and aurally between the following orchestral sounds: string, percussion, brass, and woodwind. / 2.1*
2. / Identify environmental and musical sounds. / 2.1*
3. / Perceive the difference between high/low; fast/slow; beat/no beat; sound/silence; long/short; upward/downward through sounds and performances. / 2.1
4. / Identify music forms such as AB, ABA, verse/refrain, program music introduction, coda and rondo. / 2.1*
5. / Perform by singing or playing a classroom instrument individually and in groups. / 2.2
6. / Perform folk seasonal, patriotic songs and songs from diverse cultures by singing or playing classroom instruments. / 2.2
7. / Read and write quarter notes, eighth notes, quarter rests, half notes, half rests. / 2.3*
8. / Read and write music that incorporates basic rhythmic patterns in simple meters such as 2, 3, and 4. / 2.3*
9. / Perform/creates rhythmic and melodic phrases for pentatonic melodies on bar instruments. / 2.4*
10. / Relates music to various periods of history and culture. / 2.5*
11. / Perform songs, play musical games and identify musical styles from different cultures. / 2.5
12. / Identify simple relationships between music and other subjects. / 2.5
13. / Distinguish between beat/rhythm; higher/lower; and same/different in musical performances. / 2.6
14. / Show appropriate audience behavior during live performances. / 2.6
15. / Identify and use bar line, double bar line, repeat sign, dynamic markings (piano, forte, cresc, decres). / 2.3*
16. / Recognize spaces and lines of 5 line staff. / 2.3*
17. / Perform, read, and write so, mi, la, do, and re. / 2.3*
18. / Perform vocal ostinati, rounds, and canons. / 2.2*
19. / Respond to music through movement games individually and with partners (locomotor, non-locomotor, and body percussion). / 2.2 & 2.5*
20. / Identify and perform steady beat. / 2.4*
* Indicates HISD requirement.
Number
/3rd Grade Music Benchmark Target
By years end, students will: / Link to TEKS /Curriculum Connection
Identify vocal timbre in children and adult voices, in solo and ensemble settings. / 3.1Identify and classify musical instruments and families, by sound and visual clues: woodwind, brass, string, percussion, keyboard, electronic and instruments from various cultures. / 3.1
Identify different musical styles. / 3.1
Use music terminology to explain sound, music, music notation, musical instruments and voices; and musical performances. / 3.1
Identify and illustrate through movement or mapping forms presented aurally, such as AB, ABA, AABA, rondo, verse/refrain, introduction, coda, theme and variations, and program music. / 3.1*
Play classroom instruments, demonstrating steady beat. Independently or in groups, play accompaniments (I-V borduns, tone clusters, pentatonic improvisation, broken bordun, ostinati), and simple melodies. / 3.2*
Sing songs from diverse cultures and styles, individually and in groups, using appropriate breath support, head voice, appropriate posture, and diction.
Read and identify music notation using solfege syllables (sol, mi, la, do, re, high do, low sol, low la) and create melodic patterns. / 3.3*, 3.4*
Read and write music that incorporates basic rhythmic patterns (quarter note, quarter rest, pair of eighth notes, half note, half rest, whole note, whole rest). / 3.3*, 3.4*
Identify single eighth notes, eighth rests and the use of syncopated rhythm patterns.
Identify music symbols and terms: bar line, double bar line, repeat sign, dynamic markings (piano, forte, mezzo forte), fermata, first and second endings. / 3.3*
Perform songs, play musical games and identify aurally presented music from diverse cultures. / 3.5
Describe relationships between music and other subjects. / 3.5
Identify and evaluate various moods, styles, and instrumentation in music. / 3.6*
Practice appropriate audience etiquette during live performances. / 3.6
Number
/ 4th Grade Music Benchmark TargetBy years end, students will: / Link to TEKS /
Curriculum Connection
1. / Categorize children’s and adult’s voices. / 4.1A2. / Categorize instrument sounds as woodwind, brass, string, percussion, keyboard and electronic. / 4.1A
3. / Categorize instruments of various cultures. / 4.1A
4. / Describe music experiences, notation, instruments, voices and performances using standard terminology. / 4.1B
5. / Identify music forms presented aurally including AB, ABA, and rondo. / 4.1C
6. / Play a classroom instrument independently and in groups using music from a variety of cultures and styles. / 4.2A, 4.2B
7. / Sing independently and in group songs from a variety of cultures and styles. / 4.2A, 4.2B
8. / Sing or play ostinati, rounds, partner songs, and with accurate pitch and rhythm. / 4.2*
9. / Identify the letter names of the treble staff as absolute pitch names. / 4.3A*
10. / Using notation on a treble staff, read basic melodic patterns in solfege including high do, la, sol, fa, mi, re, do, low sol and low la. / 4.3A
11. / Read and write basic rhythm patterns using 2/4, 3/4 and 4/4 meter using quarter note, two beamed eighth notes, four beamed sixteenth notes, an eighth note beamed with two sixteenth notes, syncopa, half note, dotted half note, whole note and a dotted quarter note followed by an eight note and the corresponding rests. / 4.3B*
12. / Identify and use appropriately music symbols and terms referring to dynamics and tempo such as piano, forte, Coda, D.S., mezzo forte and largo, presto, and andante. / 4.3C*
13. / Create rhythmic and melodic phrases using instruments and voice. / 4.4A
14. / Create simple accompaniments to known songs. / 4.4B
15. / Identify aurally presented music by genre, style, period, and culture. / 4.5A
16. / Perform music and movement from diverse cultures. / 4.5B
17. / Perform music representative of American and Texas heritage. / 4.5C
18. / Identify connections between music and other fine arts such as ballet, opera, and popular films. / 4.5D*
19. / Apply basic criteria in evaluating musical performances and compositions. / 4.6A
20. / Justify personal preferences for music and styles using musical terms. / 4.6B
21. / Practice concert etiquette as an actively involved listener during live performances. / 4.6C
* indicates Humble ISD requirement.
Number
/ 5th Grade Music Benchmark TargetBy years end, students will: / Link to TEKS /
Curriculum Connection
Identify vocal and orchestral instruments by sight and sound (SATB and 4 families). / 5.1Define the six elements of music (rhythm, melody, dynamics, harmony, tone color, and form) / 5.1
Identify rhythmic and melodic form (AB, ABA, and Rondo). / 5.1
Perform vocal ostinati, rounds, canons, and partner songs in a group setting. / 5.2
Perform using appropriate dynamics on a variety of pitched and nonpitched instruments. / 5.2
Identify basic music symbols (whole, half, dotted half, eighth, sixteenth notes and whole, half, quarter, and eighth rest, treble clef, 5 line staff, sharp, flat, and natural signs). / 5.3
Demonstrate the ability to sing the diatonic scale using solfege. / 5.3
Read standard notation meter. / 5.3
Write notation in simple meter. / 5.3
Create simple melodic and rhythmic patterns using standard notation (quarter, half, eighth notes, quarter rest and half rest). / 5.4
Demonstrate rhythmic skills through musical movement. / 5.2 & 5.5
Perform music and movement from diverse cultures, including American and Texas. / 5.5
Demonstrate appropriate behavior in a variety of musical settings. / 5.6
Perform musically in an ensemble setting (choir, keyboard, recorder, handbell, and hand chimes). / 5.6
Compare and contrast personal and attended performances. / 5.6
"Including" references non-negotiable components; "such as" references examples.6-2009
08-09-09