|
1 |
Vocal |
|
Singing and playing instruments |
|
|
|
|
1.1 |
Vocal: The student uses her/his voice expressively as she/he speaks, chants, and sings.
|
|
|
1.1.1
|
The student increases variety and appropriateness of vocal expression in a variety of settings using developmentally appropriate vocal production.
|
|
|
|
|
1.2 |
Vocal: The student sings a variety of simple songs in various keys, meters, and genres, alone and with a group becoming increasingly accurate in rhythm and pitch.
|
|
|
1.2.1
|
The student sings familiar songs to express ideas, feelings and events using developmentally and individually appropriate vocal skills.
|
|
|
|
|
1.3 |
Vocal: The student experiments with a variety of instruments and other sound sources.
|
|
|
1.3.1
|
The student demonstrates understanding of cause and effect, realizing that he or she is in control of the sound source and manner of production within individual fine motor skill ability.
|
|
|
|
|
1.4 |
Vocal: The student plays simple melodies and accompaniments on instruments.
|
|
|
1.4.1
|
The student plays simple melodies and accompaniments on instruments with increasing accuracy and independence using individually and developmentally appropriate fine motor skills.
|
|
|
|
|
|
|
|
|
|
2 |
Instrumental |
|
Creating music |
|
|
|
|
2.1 |
Instrumental: The student improvises songs to accompany her/his play activities.
|
|
|
2.1.1
|
The student improvises songs using one or more musical elements to accompany a variety of play activities.
|
|
|
|
|
2.2 |
Instrumental: The student improvises instrumental accompaniments to songs, recorded selections, stories and poems.
|
|
|
2.2.1
|
The student improvises own instrumental accompaniment to enhance songs, recorded selections, stories and poems of varying styles, genre or cultures alone or in a group.
|
|
|
|
|
2.3 |
Instrumental: The student creates short pieces of music using voices, instruments and other sound sources.
|
|
|
2.3.1
|
The student uses/arranges/sequences short patterns/sections of music (repetitions, contrasts) to create short pieces of music using voices, instruments, and other sound sources at individual and developmentally appropriate levels.
|
|
|
|
|
2.4 |
Instrumental: The student invents and uses original graphic or symbolic systems to represent vocal and instrumental sounds and musical ideas.
|
|
|
2.4.1
|
The student creates or draws known or original graphic representations, manipulatives, models, or symbols to represent vocal and instrumental sounds and musical ideas using a variety of media appropriate to developmental and individual skill levels.
|
|
|
|
|
|
|
|
|
|
3 |
Improvisation |
|
Responding to music |
|
|
|
|
3.1 |
Improvisation: The student identifies the sources of a wide variety of sounds.
|
|
|
3.1.1
|
The student associates a specific movement, picture, graphic representation or word as a representation of individual sounds.
|
|
|
|
|
3.2 |
Improvisation: The student responds through movement to music of various tempos, meters, dynamics, modes, genres, and styles to express what they hear and feel in works of music.
|
|
|
3.2.1
|
The student moves independently and appropriately to demonstrate what she/he hears and feels in response to examples of various musical elements in music of varying genres and styles using individual and developmentally appropriate gross and fine motor sk
|
|
|
|
|
3.3 |
Improvisation: The student participates freely in music activities.
|
|
|
3.3.1
|
The student participates freely (independently or with a group) in music activities representing a variety of styles or genre at appropriate and individual skill levels.
|
|
|
|
|
|
|
|
|
|
4 |
Composition |
|
Understanding music |
|
|
|
|
4.1 |
Composition: The student uses her/his own vocabulary and standard music vocabulary to describe voices, instruments, music notation, and music of various genres, styles and periods from diverse cultures.
|
|
|
4.1.1
|
The student uses personal and standard music vocabulary to describe music qualities in varying musical contexts.
|
|
|
|
|
4.2 |
Composition: The student sings, plays instruments, moves or verbalizes to demonstrate awareness of the elements of music and changes in their usage.
|
|
|
4.2.1
|
The student uses personal and standard music vocabulary (appropriate to developmental level, language level and culture) to describe music qualities in varying musical contexts.
|
|
|
|
|
4.3 |
Composition: The student demonstrates an awareness of music as a part of daily life.
|
|
|
4.3.1
|
The student responds to, asks for, chooses or makes appropriate music during daily activities and routines in familiar locations.
|
|
|
|
|
|
|
|
|
|