1.13 Clarification and Restatement Cross Referenced to Field of Knowledge Standards:

5.1-5.19,

5.22-5.27,

6.1-6.25,

7.1-7.19

· Match pitches.

· Sing simple songs from memory in solo and ensemble settings.

· Sing simple songs in tune.

· Sing the pitches of the pentatonic scale.

· Identify high and low sounds.

· Identify tonality as major/minor.

· Identify previously introduced melodies.

· Identify the pitches of the pentatonic scale.

· Recognize musical phrases.

· Develop a working knowledge of the staff.

· Write sequentially on the staff the following pitches of the pentatonic scale: la, solo, mi, and do.

· Read from the staff the above pitches of the pentatonic scale.

· Harmony: Recognizes the presence of multiple sounds.

· Develop a sense of home tone.

· Maintain with others, a vocal melody against spoken ostinato.

· Experence singing a two part round.

· Rhythm: Distinguish between long and short sounds and silence.

· Distinguish between heartbeat and rhythm.

· Demonstrate the difference between long and short sounds and silence. ( )

· Sing simple songs with rhythmic accuracy.

· Interpret the following. ( )

· Take rhythmic dictation and patterns.

· Timbre: Distinguish between vocal and instrumental music.

· Distinguish between the following: accompanied and unaccompanied vocal; solo and ensemble; vocal and instrumental.

· Recognize classroom rhythm instruments by sound and sight.

· Identify orchestral families by sound and sight.

· Devleop a pleasant singing tone.

· Experience small group, and possible solo singing.

· Form: Identify melodic and rhythmic phrases as being the same or different.

· Recognize the forms AB and ABA.

· Sing at the appropriate time after a musical introduction.

· Experience call and response verse-refrain, and simple rounds.

· Recognize written melodic and rhythmic phrases as being the same or different.

· Style: Experience a variety of musical styles such as lullaby, march, and American folk songs.

· Recognize simple contrast in tempo and dynamics.

· Study the life and music of a variety of composers.

· Sing simple songs in a variety of musical styles.

· Sing songs with a variety of tempi and dynamics.

· Sing more complex songs in tune.

· Sing the pitches of the major scale.

· Distinguish melodic patterns containing steps, skips and repeated tones.

· Recognizes melodic sequences.

· Identify and write on the staff the pitches of the major scale.

· Sight read the pitches of the major scale.

· Recognize pitch patterns and phrases by reading traditional or invented symbols.

· Harmony: Experience score reading; unaccompanied songs; accompanied songs, two and three part choral pieces.

· Recognize and notate given intervals.

· Experience three part rounds, counter melodies, descants and simple two part choral music.

· Rhythm: Distinguish between double and triple meters.

· Experience uncommon meters.

· Sing more complex songs with rhythmic accuracy.

· Sing songs in double and triple meters. · Interpret meter signatures.

· Timbre: Distinguish between soprano and bass voices by sound.

· Identify orchestral families by sight and sound.

· Continue to develop a pleasant singing tone.

· Form: Recognize written melodic and rhythmic phrases as being the same or different.

· Correctly interpret repeat signs and first and second endings.

Style: Sing songs in an expanded variety of styles.

· Sing songs with an increased variety of tempi and dynamics.

· Interpret additional tempo and dynamic markings.

· Experience a variety of musical styles such as classical styles, and foreign folk material.

· Recognize more subtle contrasts in tempo and dynamics.

· Read sheet music in band rehearsals ranging in music grade level from 1 to 2 and, on occasion, grade 3.

· Read and perform advanced forms of music to include: variations, theme and variation, overtures, marches, symphony, sonata allegro form.

· Read sheet music from grad 2 - 5+, play polyrhthmic patterns, contemporary music to include the music of new young composers, advanced keys and modes, advanced musical terminology, interpretation, intonation, more use of tonal colors possible with subtle manipulation of the instrument.

1.15 Speaking Cross Referenced to Field of Knowledge Standards:

5.1-5.19,

5.22-5.37,

6.1-6.25,

7.1-7.19

· Show awareness of high and low sounds and melodic movement.

· Show musical phrasing.

· Harmony: Invent spoken, sung, and played ostinato.

· Demonstrate understanding of cadences and home tone.

· Rhythm: Invent rhythmic patterns using long and short sounds of silence. ( )

· Invent simple accompaniments.

· Maintain a beat.

· Demonstrate the difference between beat and rhythm.

· Demonstrate simple rhythmic patterns.

· Timbre: Explore traditional and non-traditional ways of producing sound on found objects, the body and instruments.

· Demonstate contrasts in tone color.

· Form: Create a rhythmic composition.

· Create a melodic composition.

· Demonstate AB and ABA, including call and response, and verse-refrain.

· Style: Improvise a variety of musical styles.

· Demonstrate contrasts in tempo and dynamics.

· Rhythm: Create and demonstrate complex rhythmic patterns.

· Invent pieces using double and triple meters.

· Respond to various tempos and tempo changes.

· Form: Continuation of K-2 (with longer steps and sequences incorporated).

· Style: Explore use of tempi and dynamics to create contrasting moods.

1.18 Research Cross Referenced to Field of Knowledge Standards:

5.1-7.19

1.19 Informational Sources Cross Referenced to Field of Knowledge Standards:

5.1-7.19