Elementary School

Douglas County School District No.4
K-12 Music Standards
(Adopted 2019)

Contents

Rationale

Resources

Standards Development Committee

K-5 General Music Summary

• Kindergarten Standards and Benchmarks
• 1st Grade Standards and Benchmarks
• 2nd  Grade Standards and Benchmarks
• 3rd  Grade Standards and Benchmarks
• 4th  Grade Standards and Benchmarks
• 5th  Grade Standards and Benchmarks

Elementary Choir Summary

6-8 Choir Summary

• MS Choir Standards and Benchmarks

6-8 Band Summary

• MS Band Standards and Benchmarks

9-12 Choir Summary

• HS Choir Standards and Benchmarks

9-12 Band Summary

• HS Band Standards and Benchmarks

Rationale

The purpose of this document is to align the K-12 music instruction in Douglas County School District No.4 using a set of common standards in order to focus instruction, provide equity of access to quality music education, and create the opportunity for every student to be a lifelong musician.

Resources

These standards and benchmarks were designed to clarify and correspond with the National Association for Music Education (NAfME) 2014 National Core Standards, with wording specific to the needs of Douglas County School District No.4 music programs.

Standards Development Committee

Kerby Thompson
Colin Hurowitz
Jeff Fisher
Erin Duckworth
Julie Cherry
Branden Hansen

Rhythmic Concepts

Anchor Standard: Students are able to perform, creatively use, and communicate rhythmic elements.

Essential Question: How are rhythm and meter created and communicated?

Enduring Understanding: Rhythm is the duration of sound. Steady beat is the foundation for rhythmic learning and exploration. Rhythm and beat can be organized into groups called meter.

Melodic Concepts

Anchor Standard: Students can perform, creatively use, and communicate melodic and harmonic ideas.

Essential Question: How are melody and harmony created and communicated?

Enduring Understanding: Music is organized sound. Melody is organized pitch. Melody is also organized by direction and duration. Harmony is created when two or more sounds are produced together.

Expressive Elements

Anchor Standard: Students recognize signs and symbols of musical expression. Students can successfully use and manipulate expressive elements.

Essential Question: How does a musician use the elements of expression to communicate their music? How can a musician use the elements of expression to express their own ideas and feelings?

Enduring Understanding: Musicians express themselves through the use of tonality, form, dynamics, style, and instrumentation. Learning to manipulate these elements helps to communicate musical ideas to others.

Musicianship

Anchor Standard: Students can listen intently to musical examples and teacher instructions, handle materials and instruments with care, and try new musical experiences with a positive approach.

Essential Question: What are the essential habits of a musician in class?

Enduring Understanding: Focused listening, care of instruments and materials, and participation in a variety of musical experiences are essential to developing musicianship.

Rhythmic Concepts

Anchor Standard: Students are able to perform, creatively use, and communicate rhythmic elements.

Essential Question: How are rhythm and meter created and communicated?

Enduring Understanding: Rhythm is the duration of sound. Steady beat is the foundation for rhythmic learning and exploration. Rhythm and beat can be organized into groups called meter.

Know

K.R.K.a        Music has a steady beat. (Mod.1.2-3)

K.R.K.b        A note is a symbol for sound, a rest is a symbol for silence. (Mod.10.28-30)

K.R.K.c        A quarter note has a head and a stem. (Mod.10.28-30)

Perform

K.R.P.a        Steady beat alone and with others. (Mod.1.2-3)

K.R.P.b        Steady beat on a variety of classroom instruments. (Mod.3.9)

K.R.P.c        Steady beat while singing a variety of music. (Mod.3.9)

Create

K.R.C.a        Improvise and create movement to represent the steady beat. (Mod.1.3)

Respond/Connect

K.R.R.a        Listen and respond to the steady beat in the works of classical composers. (Mod.3.9)    

K.R.R.b        Identify non-musical things that keep a steady pulse. (Mod.1.2)

Melodic Concepts

Anchor Standard: Students can perform, creatively use, and communicate melodic and harmonic ideas.

Essential Question: How are melody and harmony created and communicated?

Enduring Understanding: Music is organized sound. Melody is organized pitch. Melody is also organized by direction and duration. Harmony is created when two or more sounds are produced together.

Know

K.M.K.a        Hand signs and solfege for sol, mi, and la. (Mod.5.13-15)

Perform

K.M.P.a        Demonstrate high and low pitch with the body and a variety of instruments. (Mod.4.10-11)

K.M.P.b        Sing a variety of songs to develop in-tune singing and range. (Mod.4.12)

K.M.P.c        Use a steady beat to accompany a song or a poem. (Mod.3.7-8)

Create

K.M.C.a        Improvise both high and low sounds, both vocally and on a variety of instruments.
(Mod.5.13-15)

Respond/Connect

K.M.R.a        Sing melodies from a variety of cultures and for varied seasons.    

K.M.R.b        Respond to melodies in relationship to history and culture.

Expressive Elements

Anchor Standard: Students recognize signs and symbols of musical expression. Students can successfully use and manipulate expressive elements.

Essential Question: How does a musician use the elements of expression to communicate their music? How can a musician use the elements of expression to express their own ideas and feelings?

Enduring Understanding: Musicians express themselves through the use of tonality, form, dynamics, style, and instrumentation. Learning to manipulate these elements helps to communicate musical ideas to others.

Know

K.E.K.a        Describe or demonstrate the concepts of loud and soft. (Mod.8.22-24)

K.E.K.b        Describe or demonstrate the concept of fast and slow. (Mod.9.25-27)

K.E.K.c        Describe or demonstrate that music has patterns. (Mod.6.16-18)

K.E.K.d        Identify the names of various classroom and ensemble instruments. (Mod.7.19-21)

K.E.K.e        Recognize and identify a variety of voices (man, woman, child). (Mod.2.4-5, Mod.11.32)

Perform

K.E.P.a        Perform songs and poems with contrasting dynamics. (Mod.8.22-24)

K.E.P.b        Perform songs and poems with contrasting tempos. (Mod.9.25-27)

K.E.P.c        Demonstrate a whisper, speaking, singing, and calling voice. (Mod.2.4-5)

Create

K.E.C.a        Use an element of expression to manipulate songs, poems, and stories.

K.E.C.b        Create movement to represent sections of a piece of music.

Respond/Connect

K.E.R.a        Listen to and identify elements of expression in a variety of classical and folk music.    

K.E.R.b        Respond to various vocal, instrumental, and other musical sounds.

Musicianship

Anchor Standard: Students can listen intently to musical examples and teacher instructions, handle materials and instruments with care, and try new musical experiences with a positive approach.

Essential Question: What are the essential habits of a musician in class?

Enduring Understanding: Focused listening, care of instruments and materials, and participation in a variety of musical experiences are essential to developing musicianship.

Know

K.Ms.K.a    Describe what kind of body language shows that someone is listening.    

K.Ms.K.b    Describe how to hold, move, and care for classroom instruments responsibly.    

Perform

K.Ms.P.a        Demonstrate body language that clearly shows you are listening.

K.Ms.P.b        Demonstrate how to hold, move, and care for classroom instruments responsibly.

Create

K.Ms.C.a    Demonstrate the ability to make creative choices as a class or in a small group.    

K.Ms.C.b    Improvise various sound qualities on voice and instruments. (loud/soft, short/long, etc.)

Respond/Connect

K.Ms.R.a    Demonstrate basic skills of active listening while responding to music.

K.Ms.R.b    Demonstrate consistent usage of academic language in the field of music (i.e. terms like tempo and dynamics).

Rhythmic Concepts

Anchor Standard: Students are able to perform, creatively use, and communicate rhythmic elements.

Essential Question: How are rhythm and meter created and communicated?

Enduring Understanding: Rhythm is the duration of sound. Steady beat is the foundation for rhythmic learning and exploration. Rhythm and beat can be organized into groups called meter.

Know

1.R.K.a        Describe a steady beat, as well as strong and weak beats. (Mod.1.1-2)

1.R.K.b        Identify note/rest types and values: quarter note, quarter rest, eighth note pair.

Perform

1.R.P.a        Perform a steady beat alone and with others, employing strong and weak beats. (Mod.1.1-2)

1.R.P.b        Chant and clap 2-beat, 3-beat, and 4-beat patterns. (Mod.2.4-6)

1.R.P.c        Read, decode, and perform rhythmic patterns as part of songs or poems. (Mod.3.7-9)

Create

1.R.C.a        Improvise rhythmic patterns, call and response style.

1.R.C.b        Create rhythmic patterns using quarter note, quarter rest, and eighth note pairs.

1.R.C.c        Share original rhythmic patterns with others.

Respond/Connect

1.R.R.a        Listen and respond to the steady beat and rhythmic patterns in the works of classical composers.

Melodic Concepts

Anchor Standard: Students can perform, creatively use, and communicate melodic and harmonic ideas.

Essential Question: How are melody and harmony created and communicated?

Enduring Understanding: Music is organized sound. Melody is organized pitch. Melody is also organized by direction and duration. Harmony is created when two or more sounds are produced together.

Know

1.M.K.a        Recognize the major scale by ear.

1.M.K.b        Identify line notes and space notes. (Mod.5.13-15)

1.M.K.c        Demonstrate hand signs for “sol,” “mi,” and “la.”

1.M.K.d        Accurately describe and identify ostinatos. (Mod.3.9)

Perform

1.M.P.a        Sing and play sol-mi-la patterns in a variety of songs. (Mod.4.10-12, Mod.6.16-18)

1.M.P.b        Read and decode sol-mi-la patterns from the staff. (Mod.5.13-15, Mod.6.16-18)

1.M.P.c        Take dictation using sol-mi patterns. (Mod.5.13-15)

1.M.P.d        Use an ostinato to accompany a song or a poem. (Mod.3.9)

Create

1.M.C.a        Improvise sol-mi patterns vocally and on pitched instruments.

1.M.C.b        As a class, compose and play a sol-mi-la song. (Mod.4.10-12, Mod.6.16-18)

1.M.C.c        Create an ostinato pattern to accompany a song or poem. (Mod.3.9)

Respond/Connect

1.M.R.a        Sing melodies from a variety of cultures and for varied seasons. (Mod.4.10-12)

1.M.R.b        Respond to melodies in relationship to history and culture. (Mod.6.16-18)

Expressive Elements

Anchor Standard: Students recognize signs and symbols of musical expression. Students can successfully use and manipulate expressive elements.

Essential Question: How does a musician use the elements of expression to communicate their music? How can a musician use the elements of expression to express their own ideas and feelings?

Enduring Understanding: Musicians express themselves through the use of tonality, form, dynamics, style, and instrumentation. Learning to manipulate these elements helps to communicate musical ideas to others.

Know

1.E.K.a        Describe and identify examples of forte (loud) and piano (soft). (Mod.9.25-27)

1.E.K.b        Describe and identify examples of fast and slow tempos. (Mod.8.22-24)

1.E.K.c        Describe basic forms and structure in musical works. (Mod.11.31-33)

1.E.K.d        Identify instruments by their proper names. (Mod.10.28-30)

Perform

1.E.P.a        Perform songs and poems with contrasting dynamics. (Mod.9.25-27)

1.E.P.b        Perform songs and poems with contrasting tempos. (Mod.8.22-24)

1.E.P.c        Demonstrate a whisper, speaking, singing, and calling voice. (Mod.4.10)

Create

1.E.C.a        Create a visual representation of a chosen element of expression.

1.E.C.b        Plan and perform dynamics to accompany a song or poem. (Mod.9.25-27)

Respond/Connect

1.E.R.a        Identify phrases of a song as “same” or “different.” (Mod.6.16)

1.E.R.b        Connect musical terms and concepts to other disciplines and express them through moving, drawing, or other art activities.

Musicianship

Anchor Standard: Students can listen intently to musical examples and teacher instructions, handle materials and instruments with care, and try new musical experiences with a positive approach.

Essential Question: What are the essential habits of a musician in class?

Enduring Understanding: Focused listening, care of instruments and materials, and participation in a variety of musical experiences are essential to developing musicianship.

Know

1.Ms.K.a    Describe what kind of body language shows that someone is listening.    

1.Ms.K.b    Describe how to hold, move, and care for classroom instruments responsibly.    

Perform

1.Ms.P.a        Demonstrate body language that clearly shows you are listening.

1.Ms.P.b        Demonstrate how to hold, move, and care for classroom instruments responsibly.

Create

1.Ms.C.a        Demonstrate the ability to make creative choices as a class or in a small group.    

1.Ms.C.b        Improvise various sound qualities on voice and instruments. (loud/soft, short/long, etc.)

Respond/Connect

1.Ms.R.a        Demonstrate basic skills of active listening while responding to music.

1.Ms.R.b        Demonstrate consistent usage of academic language in the field of music (i.e. terms like tempo and dynamics).

Rhythmic Concepts

Anchor Standard: Students are able to perform, creatively use, and communicate rhythmic elements.

Essential Question: How are rhythm and meter created and communicated?

Enduring Understanding: Rhythm is the duration of sound. Steady beat is the foundation for rhythmic learning and exploration. Rhythm and beat can be organized into groups called meter.

Know

2.R.K.a        Identify note/rest types and values: half note and half rest. (Mod.7.19, Mod.7.21)

2.R.K.b        Identify the strong beat in sets of 2, 3, and 4. (Mod.2.4-6)

Perform

2.R.P.a        Play, sing, and move to songs that contain half notes and rests. (Mod.7.19, Mod.7.21)

2.R.P.b        Read from notation songs that contain half notes and rests. (Mod.7.19, Mod.7.21)

2.R.P.c        Perform rhythms and ostinatos through singing, moving, and playing instruments with a steady beat (Mod.3.7-9)

Create

2.R.C.a        Create and perform original rhythmic patterns and ostinatos. (Mod.3.7-9)

2.R.C.b        Combine, arrange, and perform original rhythms in small groups. (Mod.3.7-9)

Respond/Connect

2.R.R.a        Listen to a four-beat rhythm, then dictate the pattern or choose the correct one from a set of Patterns. (Mod.3.7-9, Mod.7.21)

2.R.R.b        Listen and respond to the steady beat and rhythmic patterns in the works of famous composers. (Mod.6.17)

2.R.R.c        Discuss how rhythm is present in other content areas such as reading or sports.

Melodic Concepts

Anchor Standard: Students can perform, creatively use, and communicate melodic and harmonic ideas.

Essential Question: How are melody and harmony created and communicated?

Enduring Understanding: Music is organized sound. Melody is organized pitch. Melody is also organized by direction and duration. Harmony is created when two or more sounds are produced together.

Know

2.M.K.a        Hand signs for the major scale, focusing on do, re, mi, sol, and la. (Mod.4.10-12)

2.M.K.b        Identify steps, skips, and repeated notes on the staff. (Mod.5.13)

2.M.K.c        Identify steps and skips in solfege. (Mod.4.10-12)

Perform

2.M.P.a        Sing and play a variety of songs that contain do, re, mi, sol, and la. (Mod.4.10-12)

2.M.P.b        Read and decode sol-mi-la patterns from the staff. (Mod.5.13)

2.M.P.c        Take dictation using sol-mi-la patterns. (Mod.7.21)

2.M.P.d        Use an ostinato to accompany a song or a poem. (Mod 10.28)

Create

2.M.C.a        Improvise using a combination of do, re,  mi, sol, and la, vocally and on pitched instruments.
(Mod.5.15, Mod10.29)

2.M.C.b        As a class, compose and play songs with do, re, mi, sol, and la. (Mod.7.21)

2.M.C.c        Create an ostinato pattern to accompany a song or poem. (Mod 10.28)

Respond/Connect

2.M.R.a        Sing melodies from a variety of cultures and for varied seasons. (Mod.4.10-12)

2.M.R.b        Respond to melodies in relationship to history and culture. (Mod.6.16-18)

Expressive Elements

Anchor Standard: Students recognize signs and symbols of musical expression. Students can successfully use and manipulate expressive elements.

Essential Question: How does a musician use the elements of expression to communicate their music? How can a musician use the elements of expression to express their own ideas and feelings?

Enduring Understanding: Musicians express themselves through the use of tonality, form, dynamics, style, and instrumentation. Learning to manipulate these elements helps to communicate musical ideas to others.

Know

2.E.K.a        Describe or demonstrate fortissimo, pianissimo, crescendo, and decrescendo. (Mod.8.22-24)

2.E.K.b        Describe or demonstrate an accent and identify it in a score. (Mod.7.20)

2.E.K.c        Identify various basic forms, such as AB and ABA. (Mod.11.31-33)

2.E.K.d        Identify the names of the four orchestral instrument families (Mod.9.25-26)

Perform

2.E.P.a        Perform songs and poems with contrasting dynamics. (Mod.8.22-24)

2.E.P.b        Perform songs and poems with accents and melodic phrasing. (Mod.7.20, Mod.5.14)

2.E.P.c        Use movement to contrast between A and B sections. (Mod.11.31-33)

Create

2.E.C.a        Plan dynamic levels for a song or poem and perform as a group. (Mod.8.22-24)

Respond/Connect

2.E.R.a        Listen and respond to a variety of classical and folk music. Use appropriate vocabulary to identify expressive elements and instruments/voices. (Mod.6.16-18)

2.E.R.b        Use another discipline  (art, reading, writing, math) to respond to expressive elements in a listening example.

Musicianship

Anchor Standard: Students can listen intently to musical examples and teacher instructions, handle materials and instruments with care, and try new musical experiences with a positive approach.

Essential Question: What are the essential habits of a musician in class?

Enduring Understanding: Focused listening, care of instruments and materials, and participation in a variety of musical experiences are essential to developing musicianship.

Know

2.Ms.K.a    Describes qualities of a good ensemble member or group performer.    

2.Ms.K.b    Describes how a round or partner song works in group singing and playing. (Mod.4.12)    

Perform

2.Ms.P.a        Demonstrates teamwork and positive attitude in group music projects.

2.Ms.P.b        Demonstrate part independence in rounds and partner songs. (Mod.4.12)    

Create

2.Ms.C.a        Demonstrate the ability to make creative choices as a class or in a small group.    

2.Ms.C.b        Improvises musical ideas alone and in groups.

Respond/Connect

2.Ms.R.a    Demonstrates consistent usage of academic language in the field of music (i.e. terms like tempo and dynamics).

Rhythmic Concepts

Anchor Standard: Students are able to perform, creatively use, and communicate rhythmic elements.

Essential Question: How are rhythm and meter created and communicated?

Enduring Understanding: Rhythm is the duration of sound. Steady beat is the foundation for rhythmic learning and exploration. Rhythm and beat can be organized into groups called meter.

Know

3.R.K.a        Identify note/rest types and values: whole note, whole rest, sixteenth notes. (Mod.5.13-15)

3.R.K.b        Recognize note/rest types and value in recorder music (Mod.8.22-Mod.10.30)

Perform

3.R.P.a        Play, sing, and move to songs that contain whole notes, whole rests, and sixteenth notes.
(Mod.5.13-15)

3.R.P.b        Read from notation songs that contain whole notes, whole rests, and sixteenth notes.
(Mod.5.13-15)

3.R.P.c        Sing, play, and create songs and rhythms using varying meter signs. (Mod.1.2)

Create

3.R.C.a        Create and perform original rhythmic patterns and ostinatos. (Mod.1.2-3)

3.R.C.b        Combine, arrange, and perform original rhythmic patterns in small groups. (Mod.1.2-3)

Respond/Connect

3.R.R.a        Listen to a four-beat rhythm, then dictate the pattern or choose the correct one from a set of Patterns. (Mod.5.13-15)

3.R.R.b        Listen and respond to the steady beat and rhythmic patterns in the works of famous Composers. (Mod.4.10-12)

3.R.R.c        Discuss how rhythm is present in other content areas such as reading or sports.

Melodic Concepts

Anchor Standard: Students can perform, creatively use, and communicate melodic and harmonic ideas.

Essential Question: How are melody and harmony created and communicated?

Enduring Understanding: Music is organized sound. Melody is organized pitch. Melody is also organized by direction and duration. Harmony is created when two or more sounds are produced together.

Know

3.M.K.a        Hand signs for the full major scale, focusing on mi, re, and do for reading. (Mod.3.8)

3.M.K.b        Identify the musical alphabet’s placement on a treble staff. (Mod.2.5, Mod.3.7)

3.M.K.c        Identify skips, steps, and repeated notes on the staff, including their direction. (Mod.3.8)

3.M.K.d        Identify and describe pentatonic scales in activities and songs. (Mod.3.9)

Perform

3.M.P.a        Sing and play a variety of songs that contain do, re, mi (including recorder). (Mod.7.19-Mod.10.30)

3.M.P.b        Sing and play a variety of canons and partner songs. (Mod.2.6)

3.M.P.c        Accompany songs with classroom instruments, both pitched and unpitched. (Mod.10.28-30)

Create

3.M.C.a        Improvise using a pentatonic scale, vocally and on pitched instruments. (Mod.3.9)

3.M.C.b        As a class, compose and play songs based on the pentatonic scale. (Mod.3.9)

Respond/Connect

3.M.R.a        Sing melodies from a variety of cultures and for varied seasons. (Mod.2.4, Mod.4.10-12)

3.M.R.b        Respond to melodies in relationship to history and culture. (Mod.4.10-12)

Expressive Elements

Anchor Standard: Students recognize signs and symbols of musical expression. Students can successfully use and manipulate expressive elements.

Essential Question: How does a musician use the elements of expression to communicate their music? How can a musician use the elements of expression to express their own ideas and feelings?

Enduring Understanding: Musicians express themselves through the use of tonality, form, dynamics, style, and instrumentation. Learning to manipulate these elements helps to communicate musical ideas to others.

Know

3.E.K.a        Can describe changes in dynamics by ear and by sight, including mezzo forte, mezzo piano, and sforzando. (Mod.6.16-18)

3.E.K.b        Defines of allegro, moderato, lento, accelerando, and ritardando. (Mod.9.25-27)

3.E.K.c        Identify various basic forms and form elements. (Mod.11.31-33)

3.E.K.d        Identify the members of the woodwind family, and be able to identify some by ear and by sight. (Mod.7.19-21)

Perform

3.E.P.a        Performs songs and poems with contrasting dynamics. (Mod.6.16-18)

3.E.P.b        Performs songs and poems with contrasting tempos. (Mod.9.25-27)

3.E.P.c        Uses movement to demonstrate differences in form. (Mod.11.31-33)

Create

3.E.C.a        Plan dynamics for a song or poem and perform as a group. (Mod.6.16-18)

Respond/Connect

3.E.R.a        Listen and respond to a variety of classical, jazz, and folk music. Use appropriate vocabulary to identify expressive elements and instruments/voices.

3.E.R.b        Use another discipline to respond to expressive elements in a listening example.

Musicianship

Anchor Standard: Students can listen intently to musical examples and teacher instructions, handle materials and instruments with care, and try new musical experiences with a positive approach.

Essential Question: What are the essential habits of a musician in class?

Enduring Understanding: Focused listening, care of instruments and materials, and participation in a variety of musical experiences are essential to developing musicianship.

Know

3.Ms.K.a        

3.Ms.K.b    

Perform

3.Ms.P.a        

3.Ms.P.b        

3.Ms.P.c        

Create

3.Ms.C.a        

3.Ms.C.b        

Respond/Connect

3.Ms.R.a        

3.Ms.R.b

Rhythmic Concepts

Anchor Standard: Students are able to perform, creatively use, and communicate rhythmic elements.

Essential Question: How are rhythm and meter created and communicated?

Enduring Understanding: Rhythm is the duration of sound. Steady beat is the foundation for rhythmic learning and exploration. Rhythm and beat can be organized into groups called meter.

Know

4.R.K.a        Identify note/rest types and values: sixteenth notes.

4.R.K.b        Recognize and identify the time signatures 2/4, 3/4, and 4/4.

Perform

4.R.P.a        Play, sing, and move to songs that contain sixteenth notes.

4.R.P.b        Read from notation songs that contain sixteenth notes.

4.R.P.c        Use numbers to count note values in 2/4, 3/4, and 4/4 time.

Create

4.R.C.a        Improvise rhythms to accompany a chant or a song.

4.R.C.b        Create a four-measure rhythmic composition. Share composition with peers for performance and evaluation opportunities.

Respond/Connect

4.R.R.a        Listen to a four-beat rhythm, then dictate the pattern or choose the correct one from a set of patterns.

4.R.R.b        Listen and respond to the steady beat and rhythmic patterns in the works of famous composers.

4.R.R.c        Analyze and find missing beats in measures of 2/4, 3/4, and 4/4 time.

Melodic Concepts

Anchor Standard: Students can perform, creatively use, and communicate melodic and harmonic ideas.

Essential Question: How are melody and harmony created and communicated?

Enduring Understanding: Music is organized sound. Melody is organized pitch. Melody is also organized by direction and duration. Harmony is created when two or more sounds are produced together.

Know

4.M.K.a        Hand signs for the major scale, focusing on do, re, mi, sol, and la.

4.M.K.b        Identify the pitch on the lines and spaces of the treble clef, including D and C below the staff.

Perform

4.M.P.a        Sing and play a variety of songs that contain the pentatonic scale.

4.M.P.b        Read and decode pentatonic patterns from the staff, also using pitch names.

4.M.P.c        Take dictation using pentatonic patterns.

4.M.P.d        Sing and play a variety of rounds and partner songs.

4.M.P.e        Accompany songs with classroom instruments, both pitched and unpitched.

Create

4.M.C.a        Improvise using the pentatonic scale vocally and on pitched instruments.

4.M.C.b        As a class, compose and play songs with the pentatonic scale.

4.M.C.c        Use instruments to create new textures for a song and justify choices.

Respond/Connect

4.M.R.a        Sing melodies from a variety of cultures and for varied seasons.

4.M.R.b        Respond to melodies in relationship to history and culture.

4.M.R.c        Listen and identify melodic patterns that use the pentatonic scale.

Expressive Elements

Anchor Standard: Students recognize signs and symbols of musical expression. Students can successfully use and manipulate expressive elements.

Essential Question: How does a musician use the elements of expression to communicate their music? How can a musician use the elements of expression to express their own ideas and feelings?

Enduring Understanding: Musicians express themselves through the use of tonality, form, dynamics, style, and instrumentation. Learning to manipulate these elements helps to communicate musical ideas to others.

Know

4.E.K.a        Definitions of forte, mezzo forte, mezzo piano, piano, crescendo, and decrescendo.

4.E.K.b        Definitions of allegro, moderato, lento, accelerando, ritardando, and fermata.

4.E.K.c        Identify various basic forms, such as AB and ABA. Recognize repeat signs.

4.E.K.d        Know the names of the four orchestral instrument families, and be able to identify by sound and sight various instruments in each family.

Perform

4.E.P.a        Perform songs and poems with contrasting dynamics or tempo.

4.E.P.b        Use movement or other methods to contrast between A and B sections.

Create

4.E.C.a        Plan dynamics and tempo for a song or poem and perform as a group.

Respond/Connect

4.E.R.a        Identify the form of various listening examples.

4.E.R.b        Listen to and respond to classical, jazz, and folk music using the appropriate vocabulary (see “Know” section).

4.E.R.c        Listen and respond to the tonality of a piece of music (major/minor).

Musicianship

Anchor Standard: Students can listen intently to musical examples and teacher instructions, handle materials and instruments with care, and try new musical experiences with a positive approach.

Essential Question: What are the essential habits of a musician in class?

Enduring Understanding: Focused listening, care of instruments and materials, and participation in a variety of musical experiences are essential to developing musicianship.

Know

4.Ms.K.a        

4.Ms.K.b    

Perform

4.Ms.P.a        

4.Ms.P.b        

4.Ms.P.c        

Create

4.Ms.C.a        

4.Ms.C.b        

Respond/Connect

4.Ms.R.a        

4.Ms.R.b

Rhythmic Concepts

Anchor Standard: Students are able to perform, creatively use, and communicate rhythmic elements.

Essential Question: How are rhythm and meter created and communicated?

Enduring Understanding: Rhythm is the duration of sound. Steady beat is the foundation for rhythmic learning and exploration. Rhythm and beat can be organized into groups called meter.

Know

5.R.K.a        Identify note/rest types and values: dotted quarter notes and single eighth notes.

5.R.K.b        Recognize and understand the function of the time signatures 2/4, 3/4, and 4/4.

Perform

5.R.P.a        Play, sing, and move to songs that contain dotted quarter notes and single eighth notes.

5.R.P.b        Read from notation songs that contain dotted quarter notes and single eighth notes.

5.R.P.c        Use numbers to count note values in 2/4, 3/4, and 4/4 time.

Create

5.R.C.a        Improvise rhythms to accompany a chant or a song.

5.R.C.b        Create a four-measure rhythmic composition. Share composition with peers for performance and evaluation opportunities.

Respond/Connect

5.R.R.a        Listen to a four-beat rhythm, then dictate the pattern or choose the correct one from a set of patterns.

5.R.R.b        Listen and respond to the steady beat and rhythmic patterns in the works of famous composers.

5.R.R.c        Analyze and find missing beats in measures of 2/4, 3/4, and 4/4 time.

Melodic Concepts

Anchor Standard: Students can perform, creatively use, and communicate melodic and harmonic ideas.

Essential Question: How are melody and harmony created and communicated?

Enduring Understanding: Music is organized sound. Melody is organized pitch. Melody is also organized by direction and duration. Harmony is created when two or more sounds are produced together.

Know

5.M.K.a        Hand signs for the major scale.

5.M.K.b        Identify the pitch on the lines and spaces of the treble clef, including ledger lines above and below the staff.

5.M.K.c        Identify steps, skips, octaves, and repeated notes as well as their direction on the staff.

Perform

5.M.P.a        Sing and play a variety of songs that contain combinations in the major scale.

5.M.P.b        Take dictation using the major scale.

5.M.P.c        Sing and play a variety of songs that include two or more parts.

5.M.P.d        Accompany songs with classroom instruments, both pitched and unpitched.

Create

5.M.C.a        Improvise melodies based on the major scale vocally and on pitched instruments.

5.M.C.b        As a class, compose and play songs which use the major scale.

Respond/Connect

5.M.R.a        Sing melodies from a variety of cultures and for varied seasons.

5.M.R.b        Respond to melodies in relationship to history and culture.

5.M.R.c        Listen and identify melodic patterns that use the major scale.

Expressive Elements

Anchor Standard: Students recognize signs and symbols of musical expression. Students can successfully use and manipulate expressive elements.

Essential Question: How does a musician use the elements of expression to communicate their music? How can a musician use the elements of expression to express their own ideas and feelings?

Enduring Understanding: Musicians express themselves through the use of tonality, form, dynamics, style, and instrumentation. Learning to manipulate these elements helps to communicate musical ideas to others.

Know

5.E.K.a        Identify the Italian terms and symbols for dynamics.

5.E.K.b        Identify the Italian terms and symbols for tempo.

5.E.K.c        Identify various forms, such as ABA, rondo, repeat signs, and da capo.

5.E.K.d        Know the names of the four orchestral instrument families, and be able to identify by sound and sight various instruments in each family.

Perform

5.E.P.a        Perform songs and poems with contrasting dynamics or tempo.

5.E.P.b        Perform songs with contrasting sections.

Create

5.E.C.a        Plan and perform a song with rondo form.

Respond/Connect

5.E.R.a        Use appropriate vocabulary to identify multiple expressive elements while listening to music.

5.E.R.b        Listen and respond to the different instruments/texture used in folk, classical, jazz and rock music.

5.E.R.c        Listen and respond to the tonality of a piece of music (major/minor).

Musicianship

Anchor Standard: Students can listen intently to musical examples and teacher instructions, handle materials and instruments with care, and try new musical experiences with a positive approach.

Essential Question: What are the essential habits of a musician in class?

Enduring Understanding: Focused listening, care of instruments and materials, and participation in a variety of musical experiences are essential to developing musicianship.

Know

5.Ms.K.a        

5.Ms.K.b    

Perform

5.Ms.P.a        

5.Ms.P.b        

5.Ms.P.c        

Create

5.Ms.C.a        

5.Ms.C.b        

Respond/Connect

5.Ms.R.a        

5.Ms.R.b

Vocal Technique

Anchor Standard: Students can describe, demonstrate, and evaluate the way the voice produces sound.

Essential Question: How do we produce and evaluate an effective and expressive vocal tone?

Enduring Understanding: The coordinated interaction between body and voice is essential to proper vocal technique.

Musicianship

Anchor Standard: Students can describe, demonstrate, and analyze musical habits and skills and their affect on developing musicianship.

Essential Question: How do rehearsal habits and a performance mindset affect one’s level of musicianship?

Enduring Understanding: Forming focused rehearsal habits and a performance mindset are foundational to developing musicianship.

Music Literacy

Anchor Standard: Students can identify, perform, and analyze the symbols, terms, and concepts in notated music.

Essential Question: What knowledge and skills are necessary in order to read, write, and discuss music?

Enduring Understanding: The ability to read, write, and discuss music accelerates musical learning, creates musical independence, and broadens one’s musical experience.

Choral Concepts

Anchor Standard: Students can explain, demonstrate, and evaluate the essential concepts of choral singing.

Essential Question: What concepts must be considered when singing as an individual within the context of the ensemble?

Enduring Understanding: When singing in an ensemble, each individual must be aware of how their voice interacts with the other singers to create a unified vocal effect.

Performance

Anchor Standard: Students can describe, demonstrate, and evaluate how a musician transforms a piece of music from a personal activity into a meaningful experience for someone else.

Essential Question: How does a performer create a meaningful musical experience for someone else?

Enduring Understanding: When preparing a performance, musicians must consider how to effectively convey all aspects of the music to others.

---- Standards written in the form of learning targets ----

 

Vocal Technique

Anchor Standard: Students can describe, demonstrate, and evaluate the way the voice produces sound.

Essential Question: How do we produce and evaluate an effective and expressive vocal tone?

Enduring Understanding: The coordinated interaction between body and voice is essential to proper vocal technique.

Know

E.V.K.1    Postural Elements: I describe good singers’ posture.

E.V.K.2    Vocal Mechanics: I can describe the difference between head voice and chest voice.

E.V.K.3    Breathing Mechanics: I can describe how to take a “low” and silent breath before singing.

Perform

E.V.P.1    Postural Elements: I can demonstrate good singing posture - feet shoulder width apart, sternum high, shoulders down and back, and chin tilted slightly toward the chest.

E.V.P.2    Vocal Mechanics: I can demonstrate my vocal range in head voice and chest voice.

E.V.P.3    Breathing Mechanics: I can take a “low” and silent breath without raising my shoulders several beats
before singing.

Respond

E.V.R.1    Postural Elements: I can analyze a singer’s posture and tell them what to do physically to improve it.

E.V.R.2    Vocal Mechanics: I can listen to a vocal demonstration and tell whether it is sung in head voice or chest voice.

E.V.R.3    Breathing Mechanics: I can evaluate whether or not a singer is taking a “low” breath.

Musicianship

Anchor Standard: Students can describe, demonstrate, and analyze musical habits and skills and their affect on developing musicianship.

Essential Question: How do rehearsal habits and a performance mindset affect one’s level of musicianship?

Enduring Understanding: Forming focused rehearsal habits and a performance mindset are foundational to developing musicianship.

Know

E.M.K.1    Habits: I can identify and describe good rehearsal habits.

E.M.K.2    Skills: I can identify and describe ways I can improve in my musical skills.

E.M.K.3    Purpose: I can describe a performance mindset and how it affects rehearsal.

Perform

E.M.P.1    Habits: I can demonstrate good rehearsal habits.

E.M.P.2    Skills: I can demonstrate improvement in my musical skills each rehearsal.

E.M.P.3    Purpose: I can demonstrate a performance mindset in rehearsal.

Respond

E.M.R.1    Habits: I can analyze the choir’s rehearsal habits and give suggestions for improvement.

E.M.R.2    Skills:  I can can analyze my skills in rehearsal and come up with goals for the next rehearsal.

E.M.R.3    Purpose: I can analyze the choir’s performance mindset and give suggestions for improvement.

Music Literacy

Anchor Standard: Students can identify, perform, and analyze the symbols, terms, and concepts in notated music.

Essential Question: What knowledge and skills are necessary in order to read, write, and discuss music?

Enduring Understanding: The ability to read, write, and discuss music accelerates musical learning, creates musical independence, and broadens one’s musical experience.

Know

E.L.K.1    Score Navigation: I can describe how a choral score is organized (page, system, measure, staff, etc.).

E.L.K.2    Melodic Elements: I can identify pitches on the grand staff and describe the distances between them.

E.L.K.3    Harmonic Elements: I can describe the difference between unison and harmony.

E.L.K.4    Solfege: I can identify all the hand signs and solfege syllables in the major scale.  

Perform

E.L.P.1    Score Navigation: I can locate any point in the score when given directions.

E.L.P.2    Melodic Elements: I can track a melody up and down on the staff while I sing it.

E.L.P.3    Harmonic Elements: I can perform with the choir in unison and in harmony.

E.L.P.4    Solfege: I can perform all solfege with hand signs in the major scale.

Respond

E.L.R.1    Score Navigation: I can analyze the form of a score by looking for patterns.

E.L.R.2    Melodic Elements: I can analyze a melody and recognize skips and steps.

E.L.R.3    Harmonic Elements: I can analyze where in the score the choir is singing in unison, and where they are singing in harmony.

E.L.R.4    Solfege: I can analyze melodies provided to me in solfege and identify the tune.

Choral Concepts

Anchor Standard: Students can explain, demonstrate, and evaluate the essential concepts of choral singing.

Essential Question: What concepts must be considered when singing as an individual within the context of the ensemble?

Enduring Understanding: When singing in an ensemble, each individual must be aware of how their voice interacts with the other singers to create a unified vocal effect.

Know

E.C.K.1    Vowels: I can describe the difference between horizontal and vertical vowels.

E.C.K.2    Diction: I can describe the difference between voiced and unvoiced consonants.

E.C.K.3    Rhythm: I can describe a steady beat and how to keep one as a choir.

Perform

E.C.K.1    Vowels: I can demonstrate vertical vowels in my singing.

E.C.K.2    Diction: I can perform voiced and unvoiced consonants clearly in order to make my words understood while singing.

E.C.K.3    Rhythm: I can listen to other voices in the choir and watch the director while I am singing in order to stay together rhythmically.

Respond

E.C.K.1    Vowels: I can analyze a singing demonstration and identify if a vowel was horizontal or vertical.

E.C.K.2    Diction: I can analyze the choir’s performance and give suggestions to improve the diction.

E.C.K.3    Rhythm: I can analyze the choir’s performance and describe whether or not they are together rhythmically.

Performance

Anchor Standard: Students can describe, demonstrate, and evaluate how a musician transforms a piece of music from a personal activity into a meaningful experience for someone else.

Essential Question: How does a performer create a meaningful musical experience for someone else?

Enduring Understanding: When preparing a performance, musicians must consider how to effectively convey all aspects of the music to others.

Know

E.P.K.1    Text: I can summarize what the text says and describe the emotion or mood behind the text.

E.P.K.2    Expressive Elements: I can identify expressive elements in the score.

E.P.K.3    Performance Protocol: I can describe how to show unity, teamwork, and professionalism as a choir in our
performances.

Perform

E.P.K.1    Text: I can perform the music in a way that shows the emotion or mood of the text.

E.P.K.2    Expressive Elements: I can accurately perform the expressive elements in the musical score.

E.P.K.3    Performance Protocol: I can demonstrate unity, teamwork, and professionalism in my appearance and
conduct during a performance.

Respond

E.P.K.1    Text: I can analyze the meaning of the text, and come up with a way to connect to it personally.

E.P.K.2    Expressive Elements: I can analyze the expressive elements in the score and describe how they help to
convey the emotion or mood of the piece.

E.P.K.3    Performance Protocol: I can analyze and evaluate the whether a choir is being unified and professional.

Vocal Technique

Anchor Standard: Students can describe, demonstrate, and evaluate the way the voice produces sound.

Essential Question: How do we produce and evaluate an effective and expressive vocal tone?

Enduring Understanding: The coordinated interaction between body and voice is essential to proper vocal technique.

Know

E.V.K.1    Postural Elements: I can describe how the body is aligned in an effective singer’s stance.

E.V.K.2    Vocal Mechanics: I can describe the difference between head voice and chest voice registers.

E.V.K.3    Breathing Mechanics: I can describe how to take a “low” and silent breath before singing.

E.V.K.4    Tone: I can define space and resonance as it relates to vocal tone.

Perform

E.V.P.1    Postural Elements: I can demonstrate effective posture as a singer.

E.V.P.2    Vocal Mechanics: I can demonstrate my vocal range, moving smoothly between chest voice and head voice.

E.V.P.3    Breathing Mechanics: I can consistently demonstrate a “low” silent breath while singing.

E.V.P.4    Tone: I can demonstrate various mixes of space and resonance in my vocal tone.

Respond

E.V.R.1    Postural Elements: I can analyze and describe how physical alignment affects vocal production.

E.V.R.2    Vocal Mechanics: I can listen to a vocal demonstration and tell whether it is sung in head voice or chest voice.

E.V.R.3    Breathing Mechanics: I can evaluate whether or not a singer is taking a “low” breath.

E.V.R.4    Tone: I can analyze the music and choose the appropriate amounts of space and resonance.

Musicianship

Anchor Standard: Students can describe, demonstrate, and analyze musical habits and skills and their affect on developing musicianship.

Essential Question: How do rehearsal habits and a performance mindset affect one’s level of musicianship?

Enduring Understanding: Forming focused rehearsal habits and a performance mindset are foundational to developing musicianship.

Know

E.M.K.1    Habits: I can identify and describe effective habits for preparing and performing music.

E.M.K.2    Skills: I can identify and describe essential skills for improving as a musician and becoming musically independent.

E.M.K.3    Purpose: I can describe a performance mindset and how it affects each stage of music preparation.

Perform

E.M.P.1    Habits: I can demonstrate effective habits when preparing and performing music.

E.M.P.2    Skills: I can demonstrate improvement in musical skill and independence each rehearsal.

E.M.P.3    Purpose: I can demonstrate a performance mindset in rehearsal.

Respond

E.M.R.1    Habits: I can analyze and evaluate the effectiveness of specific habits on music preparation and performance.

E.M.R.2    Skills:  I can can analyze and evaluate the effect of improved individual skill and independence on the group as a whole.

E.M.R.3    Purpose: I can analyze and evaluate the effect a performance mindset has on a musical activity.

Music Literacy

Anchor Standard: Students can identify, perform, and analyze the symbols, terms, and concepts in notated music.

Essential Question: What knowledge and skills are necessary in order to read, write, and discuss music?

Enduring Understanding: The ability to read, write, and discuss music accelerates musical learning, creates musical independence, and broadens one’s musical experience.

Know

E.L.K.1    Score Navigation: I can describe how a choral score is organized (page, system, measure, staff, etc.).

E.L.K.2    Melodic Elements: I can identify pitches on the grand staff and describe the distances between them.

E.L.K.3    Harmonic Elements: I can describe the difference between unison and harmony.

E.L.K.4    Solfege: I can identify all the hand signs and solfege syllables in the major scale.  

Perform

E.L.P.1    Score Navigation: I can locate any point in the score and track the music without losing my place.

E.L.P.2    Melodic Elements: I can track a melody up and down on the staff while I sing it.

E.L.P.3    Harmonic Elements: I can perform with the choir in unison and in harmony.

E.L.P.4    Solfege: I can perform all solfege with hand signs in the major scale.

Respond

E.L.R.1    Score Navigation: I can analyze the form and texture of the music based on what I see in the score.

E.L.R.2    Melodic Elements: I can analyze a melody and recognize skips and steps.

E.L.R.3    Harmonic Elements: I can analyze where in the score the choir is singing in unison, and where they are singing in harmony.

E.L.R.4    Solfege: I can analyze melodies provided to me in solfege and identify the tune.

Choral Concepts

Anchor Standard: Students can explain, demonstrate, and evaluate the essential concepts of choral singing.

Essential Question: What concepts must be considered when singing as an individual within the context of the ensemble?

Enduring Understanding: When singing in an ensemble, each individual must be aware of how their voice interacts with the other singers to create a unified vocal effect.

Know

E.C.K.1    Vowels: I can describe the difference between horizontal and vertical vowels.

E.C.K.2    Diction: I can describe the difference between voiced and unvoiced consonants.

E.C.K.3    Rhythm: I can describe a steady beat and how to keep one as a choir.

Perform

E.C.K.1    Vowels: I can demonstrate vertical vowels in my singing.

E.C.K.2    Diction: I can perform voiced and unvoiced consonants clearly in order to make my words understood while singing.

E.C.K.3    Rhythm: I can listen to other voices in the choir and watch the director while I am singing in order to stay together rhythmically.

Respond

E.C.K.1    Vowels: I can analyze a singing demonstration and identify if a vowel was horizontal or vertical.

E.C.K.2    Diction: I can analyze the choir’s performance and give suggestions to improve the diction.

E.C.K.3    Rhythm: I can analyze the choir’s performance and describe whether or not they are together rhythmically.

Performance

Anchor Standard: Students can describe, demonstrate, and evaluate how a musician transforms a piece of music from a personal activity into a meaningful experience for someone else.

Essential Question: How does a performer create a meaningful musical experience for someone else?

Enduring Understanding: When preparing a performance, musicians must consider how to effectively convey all aspects of the music to others.

Know

E.P.K.1    Text: I can summarize what the text says and describe the emotion or mood behind the text.

E.P.K.2    Expressive Elements: I can identify expressive elements in the score.

E.P.K.3    Performance Protocol: I can describe how to show unity, teamwork, and professionalism as a choir in our performances.

Perform

E.P.K.1    Text: I can perform the music in a way that shows the emotion or mood of the text.

E.P.K.2    Expressive Elements: I can accurately perform the expressive elements in the musical score.

E.P.K.3    Performance Protocol: I can demonstrate unity, teamwork, and professionalism in my appearance and conduct during a performance.

Respond

E.P.K.1    Text: I can analyze the meaning of the text, and come up with a way to connect to it personally.

E.P.K.2    Expressive Elements: I can analyze the expressive elements in the score and describe how they help to
convey the emotion or mood of the piece.

E.P.K.3    Performance Protocol: I can analyze and evaluate the whether a choir is being unified and professional.

Vocal Technique

Anchor Standard: Students can describe, demonstrate, and evaluate the way the voice produces sound.

Essential Question: How do we produce and evaluate an effective and expressive vocal tone?

Enduring Understanding: The coordinated interaction between body and voice is essential to proper vocal technique.

Know

E.V.K.1    Postural Elements: I describe how the body is aligned in an effective singer’s stance.

E.V.K.2    Vocal Mechanics: I can describe the difference between heavy and light mechanism registers.

E.V.K.3    Breathing Mechanics: I can describe how to take a low breath and use air speed for volume.

E.V.K.4    Tone: I can define space and resonance as it relates to vocal tone.

Perform

E.V.P.1    Postural Elements: I can consistently demonstrate effective posture as a singer.

E.V.P.2    Vocal Mechanics: I can demonstrate my vocal range, moving smoothly between registers.

E.V.P.3    Breathing Mechanics: I can consistently demonstrate low breath and sufficient air speed.

E.V.P.4    Tone: I can demonstrate various mixes of space and resonance in my vocal tone.

Respond

E.V.R.1    Postural Elements: I can analyze and describe how physical alignment affects vocal production.

E.V.R.2    Vocal Mechanics: I can listen to a vocal demonstration and analyze both register and placement.

E.V.R.3    Breathing Mechanics: I can evaluate whether or not a singer is taking a low breath or using enough air speed.

E.V.R.4    Tone: I can analyze the music and choose the appropriate amounts of space and resonance.

Musicianship

Anchor Standard: Students can describe, demonstrate, and analyze musical habits and skills and their affect on developing musicianship.

Essential Question: How do rehearsal habits and a performance mindset affect one’s level of musicianship?

Enduring Understanding: Forming focused rehearsal habits and a performance mindset are foundational to developing musicianship.

Know

E.M.K.1    Habits: I can identify and describe effective habits for preparing and performing music, including effective independent practice.

E.M.K.2    Skills: I can identify and describe essential skills for improving as a musician and becoming musically independent.

E.M.K.3    Purpose: I can describe a performance mindset and how it affects each stage of music preparation.

Perform

E.M.P.1    Habits: I can demonstrate effective habits when preparing and performing music individually and as a group.

E.M.P.3    Purpose: I can demonstrate a performance mindset in rehearsal.

Respond

E.M.P.2    Skills: I can demonstrate improvement in musical skill and independence each rehearsal.

E.M.P.3    Purpose: I can demonstrate a performance mindset in rehearsal.

Respond

E.M.R.1    Habits: I can analyze and evaluate the effectiveness of specific habits on music preparation and performance individually and as a group.

E.M.R.2    Skills:  I can can analyze and evaluate the effect of improved individual skill and independence on the group as a whole.

E.M.R.3    Purpose: I can analyze and evaluate the effect a performance mindset has on a musical activity.

Music Literacy

Anchor Standard: Students can identify, perform, and analyze the symbols, terms, and concepts in notated music.

Essential Question: What knowledge and skills are necessary in order to read, write, and discuss music?

Enduring Understanding: The ability to read, write, and discuss music accelerates musical learning, creates musical independence, and broadens one’s musical experience.

Know

E.L.K.1    Score Navigation: I can describe how a choral score is organized (page, system, measure, staff, etc.).

E.L.K.2    Melodic Elements: I can identify pitches on, above, and below the grand staff, and describe the distances between them as a major, minor, or perfect interval designations.

E.L.K.3    Harmonic Elements: I can describe the makeup of major, minor, augmented, and diminished chords..

E.L.K.4    Solfege: I can identify all the hand signs and solfege syllables in the chromatic scale and identify “do” for every key signature.  

Perform

E.L.P.1    Score Navigation: I can locate any point in the score and track my part (and simultaneously others’ parts) without losing my place.

E.L.P.2    Melodic Elements: I can track a melody up and down on the staff and sing it accurately.

E.L.P.3    Harmonic Elements: I can sing my part in a major, minor, augmented, or diminished chord in tune.

E.L.P.4    Solfege: I can perform all solfege with hand signs in the chromatic scale and utilize them to sight read.

Respond

E.L.R.1    Score Navigation: I can analyze the form and texture of the music based on what I see in the score.

E.L.R.2    Melodic Elements: I can recognize skips, steps, and specific intervals in the notation of a melody.

E.L.R.3    Harmonic Elements: I can analyze which part of a chord I am singing and how to balance and tune it.

E.L.R.4    Solfege: I can analyze melodies that include accidentals and choose the correct solfege.

Choral Concepts

Anchor Standard: Students can explain, demonstrate, and evaluate the essential concepts of choral singing.

Essential Question: What concepts must be considered when singing as an individual within the context of the ensemble?

Enduring Understanding: When singing in an ensemble, each individual must be aware of how their voice interacts with the other singers to create a unified vocal effect.

Know

E.C.K.1    Vowels: I can describe the difference between open and closed vowels and notate them in IPA.

E.C.K.2    Diction: I can define voiced consonants, unvoiced consonants, and intervocalic consonants.

E.C.K.3    Rhythm: I can describe subdivision within a beat.

Perform

E.C.K.1    Vowels: I can demonstrate all “classical” open and closed vowels.

E.C.K.2    Diction: I can perform consonants clearly in order to make my words understood while singing.

E.C.K.3    Rhythm: I can perform complex duple and triple rhythms in various time signatures, subdividing beats in order to keep a steady tempo..

Respond

E.C.K.1    Vowels: I can analyze a singing demonstration and identify vowel shape and IPA symbol.

E.C.K.2    Diction: I can analyze the choir’s performance and give suggestions to improve the diction.

E.C.K.3    Rhythm: I can analyze the choir’s performance and give suggestions for improved rhythmic accuracy and steady tempo.

Performance

Anchor Standard: Students can describe, demonstrate, and evaluate how a musician transforms a piece of music from a personal activity into a meaningful experience for someone else.

Essential Question: How does a performer create a meaningful musical experience for someone else?

Enduring Understanding: When preparing a performance, musicians must consider how to effectively convey all aspects of the music to others.

Know

E.P.K.1    Text: I can summarize the text and provide a word for word translation if in a foreign language.

E.P.K.2    Expressive Elements: I can identify expressive elements in the score.

E.P.K.3    Performance Protocol: I can describe how to show unity, teamwork, and professionalism as a choir in our
performances.

Perform

E.P.K.1    Text: I can perform the music visually and aurally in a way that expresses the emotion or mood of the text.

E.P.K.2    Expressive Elements: I can accurately perform the expressive elements in the musical score.

E.P.K.3    Performance Protocol: I can demonstrate unity, teamwork, and professionalism in my appearance and
conduct during a performance.

Respond

E.P.K.1    Text: I can analyze the historical and cultural context of the text, and come up with a way to connect to
the universal meaning personally.

E.P.K.2    Expressive Elements: I can analyze the expressive elements in the score and describe how they help to
convey the emotion or mood of the piece.

E.P.K.3    Performance Protocol: I can analyze and evaluate the whether a choir is being unified and professional.