Music Standards Document - Last Updated October 2009 - Uto-Arj 11-3-09

EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts.

Component 1.1: Understands and applies music concepts and vocabulary.

GLE / K / 1 / 2 / 3 / 4 / 5
Elements of Music / 1.1.1 Beat Rhythm / Understands and remembers the elements of music while creating, performing and responding to music.

Explores and experiences beat to express fast and slow in song and movement.
Explores, identifies, and uses long and short sounds.

Discovers multiple ways to demonstrate rhythm and beat.

Examples: — Sings and plays fast and slow beat and rhythm with multiple rhythm instruments. — Echoes (copies) teacher led melodic and rhythmic patterns with instruments and singing, such as the rhythms of student names, simple songs, etc. while maintaining a steady beat. — Demonstrates steady beat with body, instruments, alone, with partners, and in groups. — Moves to music using games, songs, and dances. — Plays and performs music using pitched and non-pitched instruments. — Uses resources and materials available in districts that showcase early childhood music experiences in body, movement, and song to learn beat and rhythm. / Understands and applies the elements of music while creating, performing and responding to music.  Identifies and performs fast, slow, and medium tempo in song, movement and on non-pitched instruments.  Identifies and uses long and short sounds and silence.  Counts quarter notes and rests and paired eighth notes using a steady beat.  Identifies repetition and contrast in beat and rhythm Examples: — Echoes rhythmic phrases while maintaining a steady beat. — Performs music with appropriate rhythms and meter. — Creates short rhythmic patterns. — Moves to music using games, songs, and dances. — Plays and performs music using pitched and non-pitched instruments. / Understands, applies, and analyzes the elements of music while creating, performing and responding to music.  Compares and demonstrates fast, slow, and medium tempos on pitched and non-pitched instruments.  Counts and demonstrates quarter notes and rests, paired eighth notes, and half notes using a steady beat.  Identifies and performs rhythmic phrases in simple meters.  Identifies strong and weak beats within 4/4 time or common time signature. Examples: — Echoes rhythmic phrases. — Performs music with appropriate rhythms and meters. — Creates short rhythmic patterns — Moves to music using games, songs, and dances. — Plays and performs music using pitched and non-pitched instruments. — Compares the tempi of two contrasting songs, such as in the patriotic songs of America and Yankee Doodle. / Understands, applies, and analyzes the elements of music while creating, performing and responding to music.  Compares and demonstrates fast, slow, and medium tempos within compositions in duple and triple meter.  Demonstrates eighth, quarter, half, dotted half, and whole notes.  Demonstrates quarter, half, and whole rests.  Creates basic rhythmic patterns in duple meter.  Performs single eighth notes in basic syncopated rhythms.  Identifies strong and weak beats in duple and triple meter. Examples: — Echoes rhythmic phrases. — Performs music with appropriate rhythms and meters. — Creates short rhythmic patterns — Moves to music using games, songs, and dances. — Plays and performs music using pitched and non-pitched instruments. / Understands, applies, and analyzes the elements of music while creating, performing and responding to music.  Creates and improvises rhythmic phrases.  Composes, performs and identifies compositions in duple and triple meter on pitched and non-pitched instruments.  Demonstrates whole, half, quarter and eighth notes and rests.  Demonstrates dotted half, quarter and eighth note patterns.  Creates basic rhythmic patterns in duple and triple meters.  Demonstrates, experiences, and reads three eighth notes/triplets and four sixteenth notes in rhythmic and song selections. Examples: — Composes basic rhythmic patterns using simple meters in short musical compositions. — Performs music with appropriate rhythms and meters. — Moves to music using games, songs, and dances. — Plays and performs music using pitched and non-pitched instruments. — Verbalizes rhythms using the various counting systems such as, Kodaly, Orff, Dalcroze, Gordon, etc. / Understands, applies, and analyzes the elements of music while creating, performing and responding to music.  Identifies and describes beat and rhythm in fast, slow, and medium compositions with duple and triple meter.  Demonstrates sixteenth, eighth, quarter, half, and whole notes and corresponding rests.  Identifies syncopation and syncopated rhythms in selected compositions.  Demonstrates single eighth notes and rests in basic syncopated rhythms. Examples — Composes basic rhythmic patterns using simple meters in short musical compositions. — Performs music with appropriate rhythms and meters. — Verbalizes and uses rhythms using the various counting systems such as, Kodaly, Orff, Dalcroze, Gordon, etc.
PossibleResources / Variety of pitched and non-pitched instruments, collections of songs and musical games, district adopted music curriculums, Orff instruments, etc. Websites: / Variety of pitched and non-pitched instruments, collections of songs and musical games, district adopted music curriculums, Orff instruments, etc. Websites: / Variety of pitched and non-pitched instruments, collections of songs and musical games, district adopted music curriculums, Orff instruments, etc. Websites: / Variety of pitched and non-pitched instruments, collections of songs and musical games, district adopted music curriculums, Orff instruments, etc. Websites: / Variety of pitched and non-pitched instruments, collections of songs and musical games, district adopted music curriculums, Orff instruments, etc. Websites: / Variety of pitched and non-pitched instruments, collections of songs and musical games, district adopted music curriculums, Orff instruments, etc. Websites:
CBPAs / What A Find! All Star Cast Cartoon Soundtrack Come to the Fair Zoo Tunes Cat Food Commercial

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EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts.

Component 1.1: Understands and applies music concepts and vocabulary.

GLE / 6 / 7/8 / 9/10 / 11/12
Elements of Music / 1.1.1 Beat Rhythm / Understands, applies, and analyzes the elements of music while creating, performing and responding to music.
 Demonstrates the ability to keep a steady beat and accurately performs written rhythms in an ensemble.
 Uses grade level appropriate rhythmic vocabulary to communicate while rehearsing and performing.
 Experiences and compares the rhythmic patterns used in various cultural and historical musical genres.
 Demonstrates and reads three eighth notes/triplets and four sixteenth notes in rhythmic and song selections. Examples: — Listens to exemplar music to discover, identify and experience rhythmic patterns from various genres of music. — Explores rhythmic vocabulary within music that is rehearsed and performed. — Verbalizes and uses rhythms using the various counting systems such as, Kodaly, Orff, Dalcroze, Gordon, etc. — Selects music that increases in complexity as students skills increase. / Understands, applies, and analyzes the elements of music while creating, performing and responding to music.  Performs combinations of rhythms with increasing complexity including sixteenth, eighth, quarter, half, dotted rhythms, and corresponding rests.  Demonstrates the ability to perform various tempos and accurately performs written rhythms independently as a soloist or in an ensemble.  Uses grade level appropriate rhythmic vocabulary to communicate while rehearsing and performing.  Performs rhythmic patterns used in music from varied cultural genres and historical periods. Examples: — Listens to exemplar music to discover, identify and experience rhythmic patterns from various genres of music. — Explores rhythmic vocabulary within music that is rehearsed and performed. — Uses correct rhythmic interpretations within a rehearsal and performance. — Selects music that increases in complexity as students skills increase. / Understands, applies, and analyzes the elements of music while creating, performing and responding to music.  Performs combinations of rhythms with increasing complexity including sixteenth, eighth, quarter, half, dotted rhythms, and corresponding rests.  Describes beat and rhythm in fast, slow, and medium compositions in various meters.  Constructs rhythmic patterns using various tempos and meters in music compositions.  Demonstrates the ability to perform various tempos and accurately performs written rhythms independently as a soloist or in an ensemble.  Examines how interpretation impacts the beat and rhythm of a piece of music.  Performs rhythmic patterns used in music from varied cultural genres and historical periods. Examples: — Compares and contrasts a Baroque piece with a Contemporary piece of music. — Discriminates the rhythmic differences between a variety of musical genres and styles. — Explores rhythmic vocabulary within music that is rehearsed and performed. — Uses correct rhythmic interpretations within a rehearsal and performance. — Selects music that increases in complexity as students skills increase. / Evaluates, applies and analyzes the elements of music while creating, performing and responding to music.  Performs independently demonstrating accurate rhythmic skills using literature ranging from moderately difficult to difficult.  Describes beat and rhythm in fast, slow, and medium compositions with simple, compound, and asymmetric meters.  Demonstrates the ability to accurately perform written rhythms independently as a soloist or in an ensemble.  Examines how interpretation impacts the beat and rhythm of a piece of music through comparing and contrasting musical pieces.  Critiques beat and rhythm in different pieces of music.  Performs rhythmic patterns used in music from varied cultural genres and historical periods. Examples: — Critiques traditional National Anthem in 3/4 time signature vs. a performance of the National Anthem in 4/4 time signature. — Critiques performances and justifies compositional choices and techniques of various rhythms and styles in multiple musical genres. — Study in Music Theory and/or AP Music Theory — Explores rhythmic vocabulary within music that is rehearsed and performed. — Selects music that increases in complexity as students skills increase. — Rehearses and performs appropriate musical literature for multiple assignments in the study of music.
Possible Resources / Voice, piano, guitar and traditional band, orchestra, electronic and world instruments and district adopted music instructional materials. Websites: / Voice, piano, guitar and traditional band, orchestra, electronic and world instruments and district adopted music instructional materials. Websites: / Voice, piano, guitar and traditional band, orchestra, electronic and world instruments and district adopted music instructional materials. Websites: / Voice, piano, guitar and traditional band, orchestra, electronic and world instruments and district adopted music instructional materials. Websites:
CBPAs / What A Find! All Star Cast Cartoon Soundtrack Come to the Fair Zoo Tunes Cat Food Commercial / All-State All-Stars Bubble Gum Jingle Roller Coaster Fanatic Music Review Stepping to the Rhythm Festival Time Solo Festival Time Ensemble Pit Orchestra Audition / Melody of Your Dreams Prime Time TV Festival Time Solo Festival Time Ensemble Sounds of Music World Class All-Stars Pit Orchestra Audition Documentary Theme Song / Melody of Your Dreams Prime Time TV Festival Time Solo Festival Time Ensemble Sounds of Music World Class All-Stars Pit Orchestra Audition Documentary Theme Song

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EALR 1 — Music: The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts.

Component 1.1: Understands and applies music concepts and vocabulary.

GLE / K / 1 / 2 / 3 / 4 / 5
Elements of Music / 1.1.2 Pitch Melody / Understands and remembers the elements of music while creating, performing and responding to music.  Illustrates aurally and visually that sounds can move up, down or stay the same.  Recognizes upward and downward sounds.  Recognizes aurally and sings the interval of a minor third using sol-mi or other melodic systems.  Matches a given pitch while singing simple songs. Examples: Sings and matches pitches by echo and call and response. Sings and matches pitches while singing simple songs and melodies such as nursery rhymes, rounds, traditional, patriotic, and partner songs, such as Row, Row, Row your Boat, The Eensy Weensy Spider, Are you Sleeping, World language songs, etc. Explores on barred instruments. Draws musical notation that demonstrates high and low. Moves the body to demonstrate high and low. Follows or copies teacher movements with their voices and bodies. / Understands and applies the elements of music while creating, performing and responding to music.  Illustrates that sounds can move up, down or stay the same.  Identifies melodic phrases that move upward and downward aurally and visually.  Distinguishes between higher/lower and same/different in musical songs and performances.  Sings and plays short melodic patterns.  Recognizes aurally and sings intervals using sol-mi-la-do or other melodic systems.  Sings simple songs in tune while matching teacher pitches.  Recognizes the difference between melody and accompaniment. Examples: Sings and matches pitches in simple and traditional songs such as nursery rhymes, rounds, traditional, patriotic, and partner songs, such as Row, Row, Row your Boat, The Eensy Weensy Spider, Are you Sleeping, World language songs etc. Improvises within given parameters on barred instruments. Plays ostinati on barred instruments. Draws musical notation that demonstrates high and low. Moves the body to demonstrate high and low. Follows or copies teacher movements with their voices and bodies. / Understands, applies and analyzes the elements of music while creating, performing and responding to music.  Identifies steps, leaps, and repeated pitches of sounds and notes.  Identifies and uses parts of the staff such as the treble clef, lines and spaces.  Uses steps and leaps to sing and play melodies, such as do-re; sol-mi; do-re-mi-fa-sol, etc.  Demonstrates higher/lower and same/different in musical songs and performances.  Creates melodic phrases through singing and playing.  Recognizes aurally and sings intervals using do, re, mi, sol, la, etc. in appropriate voice ranges or other melodic systems.  Identifies melody and accompaniment.  Understands that high and low pitches can be notated using lines and spaces. Examples: Sings and matches pitches in simple and traditional songs such as nursery rhymes, rounds, canons, traditional, patriotic, and partner songs, Row, Row, Row your Boat, The Eensy Weensy Spider, Are you Sleeping, World language songs etc. Uses barred instruments to improvise melodies and perform accompaniments. Uses lines and spaces to notate high and low pitches. Plays ostinati on barred instruments. Draws musical notation that demonstrates high and low. Moves the body to demonstrate high and low. Follows or copies teacher movements with their voices and bodies. / Understands, applies and analyzes the elements of music while creating, performing and responding to music.  Uses and demonstrates combinations of steps, leaps and repeated notes are used to create a melody.  Differentiates aurally between same and different melodic phrases.  Recognizes aurally and sings a variety of intervals using sol-mila-do-re-fa-ti or do, re, mi, fa, sol, la, ti, do, in appropriate voice ranges or other melodic systems.  Incorporates basic melodic patterns and simple melodies in musical compositions.  Reads and performs melodic phrases and notation through singing and/or playing. Examples: Sings and matches pitches in simple and traditional songs such as nursery rhymes, rounds, canons, traditional, patriotic, partner songs and world language songs. Improvises simple melodies on pitched instruments, such as barred instruments, recorders and keyboards. Matches pitches while singing pentatonic and diatonic songs. / Understands, applies and analyzes the elements of music while creating, performing and responding to music.  Improvises and performs a melody.  Matches pitches within a music composition while singing in appropriate voice ranges.  Incorporates basic melodic patterns and simple melodies in musical compositions.  Uses steps and leaps within a major scale to create melodies.  Uses half and whole step intervals within pentatonic and major scale patterns.  Identifies and writes notes in the treble clef. Examples: Sings and matches pitches in simple and traditional songs such as nursery rhymes, rounds, canons, traditional, patriotic, partner songs and World language songs. Improvises simple melodies on pitched instruments, such as barred instruments, recorders and keyboards. Plays and reads simple melodies on recorders, pitched instruments, etc. Identifies the pitches and notation of the music scale, such as do, re, mi, fa, sol, la, ti, do, nonsense sounds, numbers, etc. Sings and plays music scales when given “Do”. / Understands, applies and analyzes the elements of music while creating, performing and responding to music.  Composes and performs basic melodic phrases.  Matches pitches within a music composition while singing.  Matches pitches within a music composition while playing an instrument.  Uses note names in singing and playing.  Creates and performs half and whole steps in a composition in major keys.  Identifies treble, bass and alto clef. Examples: Sings and matches pitches in simple and traditional songs such as nursery rhymes, rounds, canons, traditional, patriotic, folk, partner songs, World language songs, etc. Improvises simple melodies on pitched instruments, such as barred instruments recorders and keyboards. Demonstrates appropriate intonation while singing and while playing instruments. Reads music and invented notation with sharps, flats and naturals. Sings independently with correct pitch. Identifies the pitches and notation of the music scale, such as do, re, mi, fa, sol, la, ti, do, nonsense sounds, numbers, etc.
Possible Resources / Nursery Rhymes, Rounds, Partner Songs, Echo Songs and Traditional Folk Songs, Multicultural Folk Songs, Collections, world languages, public domain and district adopted series. Websites: / Nursery Rhymes, Rounds, Partner Songs, Echo Songs and Traditional Folk Songs, Multicultural Folk Songs, Collections, world languages, public domain and district adopted series. Websites: / Nursery Rhymes, Rounds, Partner Songs, Echo Songs and Traditional Folk Songs, Multicultural Folk Songs, Collections, world languages, public domain and district adopted series. Websites: / Nursery Rhymes, Rounds and Canons, Partner Songs, Echo Songs and Traditional Folk Songs, Multicultural Folk Songs, Collections, world languages, public domain and district adopted series. Websites: / Nursery Rhymes, Rounds and Canons, Partner Songs, Echo Songs and Traditional Folk Songs, Multicultural Folk Songs, Collections, world languages, public domain and district adopted series. Websites: / Nursery Rhymes, Rounds and Canons, Partner Songs, Echo Songs and Traditional Folk Songs, Multicultural Folk Songs, Collections, world languages, public domain and district adopted series. Websites:
CBPAs / All Star Cast Come to the Fair Zoo Tunes Cat Food Commercial

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