Music+Standards+at+a+Glance

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Perform using enhanced musical techniques. Perform more complex rhythmic, melodic, and harmonic patterns. Perform melodies using traditional notation. Improvise question and answer and basic musical phrases. Notate simple compositions Analyze and apply dynamics, tempo, meter, and articulation using appropriate music vocabulary. Comprehension and application of melodic, rhythmic, and harmonic patterns. Analyze aurally and visually notation of form in music. Analyze more complex instrumental and vocal examples. Explain and defend personal preferences for specific music.
 * Music Grade Level Expectations at a Glance **
 * Fifth Grade **
 * 1. Expression of Music **
 * 2. Creation of Music **
 * 3. Theory of Music **
 * 4. Aesthetic Valuation of Music **

Perform using accurate production techniques. Perform a variety of rhythmic, melodic, and harmonic patterns. Perform extended melodies from the treble staff using traditional notation. Improvise simple musical phrases. Notate simple musical selections. Application and demonstration of the use of more advanced dynamics, tempo, meter, and articulation using appropriate music vocabulary. Identify and aurally recognize melodic, rhythmic, and harmonic patterns. Identification of aural and visual notations of basic musical forms. Analyze vocal and instrumental examples. Explain personal preferences for specific music. Comprehend and respect the musical values of others considering cultural context as an element of musical evaluation and meaning. Perform from memory and use simple traditional notation. Perform extended rhythmic, melodic, and harmonic patterns. Short musical phrases and patterns. Notate music using basic notation structure. Apply and demonstrate use of basic dynamics, tempo, meter, and articulation using appropriate music vocabulary. Analyze simple notational elements and form in music Identify vocal and instrumental tone colors. Identify and aurally recognize simple melodic, rhythmic, and harmonic patterns. Identify personal preferences for specific music. Respond to, and make informed judgments about, music through participation, performance, and the creative process. Articulate music's significance within an individual musical experience. Expressively perform simple songs in small groups or independently. Perform simple rhythmic, melodic, and harmonic patterns. Create musical phrases in the form of simple questions and answers alone and in small groups. Identify rhythmic and melodic notation patterns. Comprehension and use of appropriate vocabulary for dynamics, tempo, meter and articulation. Comprehension of beginning melodic and rhythmic patterns. Comprehension of beginning notational elements and form in music Comprehension of vocal and instrumental tone colors. Demonstrate respect for individual, group, and self-contributions in a musical setting. Articulate reactions to the elements and aesthetic qualities of musical performances using musical terminology and movement. Demonstrate increased awareness of music in daily life or special events. Expressively perform in groups or independently Perform basic rhythmic and melodic patterns. Demonstrate creation of short, independent musical phrases and sounds alone and with others. Identify musical patterns. Comprehension of gradual changes in dynamics and tempo. Aurally identify components of musical form. Comprehension of basic vocal and instrumental tone colors Comprehension of basic rhythmic and melodic patterns. Demonstrate respect for the contributions of self and others in a musical setting. Comprehension of basic components of music and musical performance at a beginning level. Identify music as an integral part of everyday life. Perform independently. Respond to music with movement. Create music through a variety of experiences. Identify simple musical patterns. Comprehension of musical opposites. Comprehension of basic elements of musical form. Identify different vocal and instrumental tone colors Identify simple rhythmic patterns. Demonstrate respect for the contribution of others in a musical setting. Respond to musical performance at a basic level. Identify and discuss music and celebrations in daily life.
 * Fourth Grade **
 * 1. Expression of Music **
 * 2. Creation of Music **
 * 3. Theory of Music **
 * 4. Aesthetic Valuation of Music **
 * Third Grade **
 * 1. Expression of Music **
 * 2. Creation of Music **
 * 3. Theory of Music **
 * 4. Aesthetic Valuation of Music **
 * Second Grade **
 * 1. Expression of Music **
 * 2. Creation of Music **
 * 3. Theory of Music **
 * 4. Aesthetic Valuation of Music **
 * First Grade **
 * 1. Expression of Music **
 * 2. Creation of Music **
 * 3. Theory of Music **
 * 4. Aesthetic Valuation of Music **
 * Kindergarten **
 * 1. Expression of Music **
 * 2. Creation of Music **
 * 3. Theory of Music **
 * 4. Aesthetic Valuation of Music **