Music Curriculum
Kindergarten thru Fifth Grade
The curriculum is based on the National Standards and the Illinois State Standards for Music/Fine Arts
Kindergarten |
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| Rhythm | Students will be able to demonstrate a steady beat by moving, playing instruments, singing songs, and listening for the beat. |
| Students will be able to play,sing, and identify long and short sounds in rhythm patterns. | |
| Melody | Students will be able to sing and match pitches, illustrate high and low through motions, and identify high and low while listening. |
| Students will be able to play upward and downward on instruments, use motions to illustrate upward and downward and be able to identify upward and downward in a listening selection. | |
| Tone Color | Students will be able to identify environmental sounds versus vocal and instrumental sound sources. |
| Form | Students will be able to perform and identify an introduction, same and different phrases, and call and response in various songs. |
| Style | Students will be able to identify mood and differing styles of music. |
| Expressive Qualities | Students will be able to identify loud and soft in music. |
| Students will be able to identify fast and slow in music. | |
| Creating | Students will be able to improvise answers to rhythmic and melodic phrases and be able to create appropriate music to accompany stories. |
| Performing | Students will be able to perform an ostinato with a song. |
First Grade |
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| Beat | Students will be able to demonstrate a steady beat by moving, playing instruments, and singing songs. |
| Patterns | Students will be able to demonstrate their understanding of the difference between beat and rhythm. |
| Meter | Students will be able to divide a rhythm into meter of 2 by drawing bar lines in appropriate places. |
| Register | Students will be able to illustrate high and low through motions and to identify high and low sounds in a listening selection. |
| Melodic Direction | Students will be able to demonstrate their understanding of upward and downward direction, steps, leaps, and repeated notes. |
| Harmony | Students will be able to perform an ostinato with a song. |
| Sound Sources | Students will be able to identify environmental sounds versus vocal and instrumental sound sources. |
| Song Organization | Students will be able to perform and identify an introduction, same and different phrases, call and response, solo/chorus, and verse/refrain in various songs. |
| Style | Students will be able to identify mood and differing styles of music. |
| Expressive Qualities | Students will be able to identify loud and soft in music. |
| Students will be able to identify fast and slow in music. | |
| Creating | Students will be able to improvise answers to rhythmic and melodic phrases and be able to create appropriate music to accompany stories. |
Second Grade |
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|---|---|
| Rhythm | Students will be able to demonstrate a steady beat by moving, playing instruments, singing songs, and listening for the beat. |
| Students will be able to demonstrate their understanding of beats, rests, and the absence of a beat. | |
| Students will be able to play, sing, and identify long and short sounds in rhythm patterns from notation. | |
| Students will be able to divide a rhythm into meter of 2 or meter of 3 by drawing barlines in appropriate places. | |
| Melody | Students will be able to sing and match pitches, illustrate high and low through motions, and identify high and low while listening. |
| Students will be able to demonstrate their understanding of upward and downward direction, steps, leaps, and repeated notes. | |
| Students will be able to identify phrases in music that are similar or contrasting. | |
| Harmony | Students will be able to perform an ostinato on instruments or with their voice. |
| Students will be able to perform two melodies at the same time when singing as a class. | |
| Tone Color | Students will be able to identify vocal and instrumental sound sources. |
| Form | Students will be able to identify sections in a song that has AB or ABA form. |
| Style | Students will be able to identify mood and different cultural styles of music. |
| Expressive Qualities | Students will be able to identify loud and soft in music and relate it to the mood of a piece. |
| Students will be able to recognize when a piece of music speeds up or slows down. | |
| Creating | Students will be able to improvise introductions to songs. |
Third Grade |
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| Beat | Students will be able to demonstrate a steady beat by moving, playing instruments, singing songs, and listening for the beat. |
| Meter | Students will be able to identify meter in 2 or meter in 3 while listening to music. |
| Duration | Studednts will recognize and perform different notes and rests from written notation. |
| Melodic Direction | Students will be able to demonstrate their understanding of upward and downward direction, steps, leaps, and repeated notes. |
| Notation | Students will be able to identify treble clef notation. |
| Phrases | Students will be able to identify similar or contrasting phrases, and whether they are long or short. |
| Harmony | Students will be able to perform an ostinato on instruments or with their voice. |
Students will be able to perform partner songs, rounds, and countermelodies. |
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| Form | Students will be able to identify AB, ABA, AABB, and AABA form in a song by listening and reading the notation. |
| Sound Sources | Students will be able to identify vocal and instrumental sound sources. |
| Style | Students will be able to identify mood and different cultural styles of music. |
| Expressive Qualities | Students will be able to recognize and perform different dynamics. |
| Students will be able to recognize and perform tempo changes. |
Fourth Grade |
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| Rhythm | Students will be able to demonstrate a steady beat by moving, playing instruments, singing songs, and listening for the beat. |
| Students will be able to identify meter in 2, meter in 3, or meter in 4 from notation and while listening to music. | |
| Students will recognize and perform different notes and rests from written notation. | |
| Melody | Students will be able to describe the contour of a melody. |
| Students will be able to read music using treble clef notation and perform melodies on recorders. | |
| Students will be able to identify similar and contrasting phrases, and describe how they are the same or different. | |
| Harmony | Students will be able to perform an ostinato on instruments or with their voice, and recognize the presence of an ostinato in listening selections. |
| Students will be able to perform partner songs, rounds, descants, and countermelodies. | |
| Form | Students will be able to identify AB, ABA, AABB, AABA, and rondo form in a song or piece of music, both by listening and by reading the notation. |
| Tone Color | Students will be able to identify instrumental sound sources found in an orchestra. |
| Style | Students will be able to identify mood and different cultural styles of music. |
| Expressive Qualities | Students will be able to recognize and perform different dynamics. |
| Students will be able to recognize and perform tempo changes. | |
| Creating | Students will be able to create original melodies. |
Fifth Grade |
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| Beat | Students will be able to demonstrate a steady beat by moving, playing instruments, singing songs, and listening for the beat. |
| Meter | Students will be able to identify meter in 2, 3, 4, and 6/8 from notation and while listening to music, and be able to perform the conducting patterns. |
| Duration | Students will recognize and perform different notes and rests from written notation. |
| Melody | Students will be able to describe the contour of a melody. |
| Notation | Students will be able to read music using treble clef notation and perform melodies. |
| Phrases | Students will be able to identify similar and contrasting phrases and describe whether the cadence is strong or weak. |
| Harmony | Students will be able to identify and perform major and minor scales. |
| Students will be able to perform ostinatos, partner songs, rounds, countermelodies, and chordal accompaniments. | |
| Form | Students will be able to identify AB, ABA, AABB, AABA, rondo form, and theme and variation form in a song or piece of music by listening or by looking at the notation. |
| Tone Color | Students will be able to identify instrumental sound sources found in an orchestra. |
| Students will be able to identify the sound of various vocal groupings. | |
| Style | Students will be able to identify mood and different cultural styles of music. |
| Expressive Qualities | Students will be able to recognize and perform different dynamics. |
| Students will be able to recognize and perform tempo changes. | |
| Creating | Students will be able to create original melodies. |
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