Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Elementary General Music Curriculum GuideGrades K – 5
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
KindergartenStandard 1 PERFORMING MUSIC: Singing alone and with others Students sing with melodic pitches and songs with an appropriate tone quality, matching pitch and maintaining a steady tempo.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
K.1.1 Match pitches in a limited vocal range.
K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.2 With prompting and support, identify the main topic and retell key details of a text. K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.
Singing “attendance” on selected pitches.Singing greetings and goodbyes.Singing nursery songs, folk songs, call and response songs and playing games.Arioso Land.
Student sings response
Aural Assessment and observation
-Pitch recognition-Vocal participation And imitation-Listening skills-Call and response skills
-Classroom Roster-Grade level method books-Orff materials-Designated area in classroom where only singing takes place
K.1.2 Echo short melodic patterns sung
K.RI.1 With prompting and support, ask and
Nursery songs and games
Student solosAural and
Pitch recognition
Grade level method books
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
by the teacher. answer questions about key details in a text. K.RI.2 With prompting and support, identify the main topic and retell key details of a text. K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
visual observation
-Vocal participation And imitation-Listening skills-Call and response skills
Orff materialsEcho songs
K.1.3. Sing with an appropriate tone quality.
K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.
Songs and games Aural Assessment and observation
Pitch recognition-Vocal participation And imitation-Listening skills-Teamwork
Grade level method booksOrff materials
K.1.4. Sing short memorized songs, maintaining a steady beat.
K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.2 With prompting and support, identify the main topic and retell key details of a
Nursery songs and gamesStudents tap a steady beat on their lap or on an un-pitched percussion instrument while singing.
Aural Assessment and observation
Pitch recognition-Vocal participation And imitation-Listening skills-Following the cues of a
Grade level method booksOrff materialsVarious un-pitched percussion instruments
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
text. K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.
conductor/teacherSelf confidence
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play rhythms using body percussion and classroom instruments. They maintain a steady tempo when playing with a group.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
K.2.1 Echo four-beat rhythmic patterns played by the teacher using body percussion or classroom instruments.
Students echo teacher directed rhythm patterns on an un-pitched percussion instrumentRhythmic clapping gamesCircle Movement-teacher plays music to which students imitate the teacher-directed activity.
Aural and visual Assessment
Listening skillsUn-pitched percussion instruments
K.2.2 Maintain a steady beat while playing an instrument in a group.
Students accompany selected music on an un-pitched percussion instrument
Aural and visual Assessment
Listening skillsAwareness of group activityPlaying in a group
Un-pitched percussion instrumentsMusic accompaniments – either recorded or live
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompanimentsStudents improvise simple responses to teacher cues by singing and by using body percussion and instrumental sounds.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
K.3.1 Improvise simple rhythms using body percussion, found items, or an instrument
Students create simple rhythms.
Aural and visual assessment
Definition of “improvisation:Instrument namesPerformance
Various instruments
K.3.2 Respond to teacher-played phrases with a similar phrase using body percussion, found items, or an instrument.
Students create simple response phrases.
Aural and visual assessment
Definition of call And responseListening skillsResponse skills
Various instruments
K.3.3 Respond to teacher-sung questions with a sung answer.
Arioso Land-students sing a response to a teacher sung question using student selected pitches
Aural assessment
Solo response Guided “sung” questions appropriate for student response.
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelinesStudents create short rhythmic and melodic patterns
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
K.4.1 Create and play a simple rhythmic pattern with teacher guidance using body percussion or classroom instruments
Teacher guides and directs students in creating a short rhythmic pattern using body percussion or un-pitched percussion instruments
Aural and visual assessment.
CreativityFollowing direc- tions
Un-pitched percussion instruments
K.4.2 Create a short melodic pattern to sing or play on a classroom instrument based on a limited pitch range such as a minor third or the pentatonic scale.
Teacher guides and directs students in creating a short melodic pattern with their voice or on a pitched percussion instrument
Aural and visual assessment.
Solfege symbols for Sol and miCreativityPerformance
Solfege patterns using sol And miClassroom instruments
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 5 RESPONDING TO MUSIC: Reading, notating, and interpreting musicStudents improvise simple responses to teacher cues by singing and by using body percussion and instrumental sounds.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
K.5.1 Reading iconic notation and perform short rhythmic patterns of quarter and eighth notes using body percussion and rhythm syllables.
K.RI.10 Actively engage in group reading activities with purpose and understanding
-Rhythm scores-Flash cards or manipulatives—Teacher says and claps a rhythm using rhythm syllables and students use flash cards or manipulatives to create that rhythm.
Visual and aural assessment.
Notation reading skills
Rhythm scores of flashcards
K.5.2 Read iconic notation and perform short melodic patterns using hand signs and pitch syllables, drawing examples from class repertoire when appropriate.
K.RI.10 Actively engage in group reading activities with purpose and understanding
Students sing sol-mi songs using either hand or body solfege.
Visual and aural assessment.
A variety of sol-mi Songs.Solfege symbols through hand signs or body signs.
Simple sol-mi melodies
K.5.3 Use fine and gross motor movement to demonstrate simple rhythm and pitch patterns
Students use hands signs or body signs to demonstrate pitch patterns.Circle Movement
Visual and aural assessment.
Solfege symbolsthrough hand signs or body signs.
Phyllis Weikarts Rhythmically Moving CD’s
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing musicStudents distinguish high and low pitches, fast and slow tempos, and loud and soft sounds. They differentiate various vocal, instrumental, and environmental sounds. They identify and demonstrate appropriate listening behavior.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
K.6.1 Identify differences in musical sounds that are high or low, fast or slow, loud or soft and demonstrate them through movement, verbal description, or pictures.
K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Listening activities using various pieces of music.
-Circle a picture indicating loud or softVisual Assessment – students raise a hand or “thumbs up” to identify what they hear.
Students will be Able to differentiate high/low, fast/slow, loud/soft
Verbal descriptiveBody levels
Locomotor and non-locomotormovement
Classroom methods materialsVarious other teacher developed materials
K.6.2 Distinguish vocal, instrumental, and environmental sounds
K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some
-Listening activities using various pieces of music that include these sounds-Students bring to class a varied selection of student-made instruments or students make instruments in class
-Circle a picture indicating the type of sound heard.
-Aural Assessment
Students will be able to differentiate vocal, instrumental, and environmental sounds
Classroom methods materialsVarious other teacher developed materials
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
information about the topic.
to create a variety of sounds.
K.6.3 Compare vocal tone qualities such as whispering, singing, and speaking.
K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Teacher demonstrates, “I speak like this, I sing like this…; student’s imitate.
Class discussion with listening examples.Listening activities with speaking and singing voices.
Circle a picture indicating the type of voice that they hear.Visual Assessment – students raise a hand to identify what they hear
Students will be able to identify and perform vocal tones of whispering, singing and speaking.
Classroom methods materialsVarious other teacher developed materials
K.6.4 Identify and demonstrate appropriate listening behavior during a classroom or outside performance.
K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Discuss appropriate concert behaviorAttend a concert within the school such as a Christmas, spring program or various musical presentations.
Visual assessment
Sitting quietlyHow to appropriately respond to a performance
Attend a performance.
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 7 RESPONDING TO MUSIC: Evaluating music and music performances
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
K.7.1 Discuss reasons for listening to music and different contexts in which music is heard.
K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Discuss where students listen to music, sing songs, etc.
Aural assessment
Appropriate music far a variety of events
Teacher led discussion
K.7.2. Establish simple criteria to evaluate classroom music activities.
Teacher shows simple methods of accessing classroom activities. (thumbs up; thumbs down, etc.) Student input of other ways to access activities
Visual and aural assessment
Appropriate response skills
Classroom activities
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts..Students express musical concepts in non-musical ways. They describe the use of music in various school activities.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
K.8.1 Describe musical concepts of high or low, fast or slow, and loud or soft through moving or drawing.
Teacher directed movement activities where students demonstrate understanding through movement.
Visual assessment
Students will be able to differentiate high/low, fast/slow, loud soft
Body levels
Locomotor and non-locomotor movement
Classroom methodsVarious other teacher developed materials.
K.8.2 Identify other classes and school activities where music is used and the purpose of the music in each situation.
K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some
Discuss other classes or places within the school where students hear music and its purpose.
Visual and aural assessment
Verbal descriptors
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
information about the topic.
Standard 9 RESPONDING TO MUSIC: Understanding music in relation to history and culture
Students discuss music experiences in daily life and the concept of a musician. They experience music from various eras and cultures.Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
K.9.1 Identify situations in daily life where music is experienced.
K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Discuss where students hear music, sing songs, etc.
Aural assessment
Recognition of daily uses of music
K.9.2 Experience music from various historical eras and cultures through singing, listening, or moving
K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Folk Dancing Visual assessment
Awareness of cultural musicUsage and development of gross and fine motor skills
A variety of Folk Dance music
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
K.9.3 Discuss the concept of a musician.
K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Teacher leads students in a discussion about what a musician is.
Aural assessment
Students can identify a musician.
Pictures and recordings
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Grade OneStandard 1 PERFORMING MUSIC: Singing alone and with others
Students sing a variety of songs in expanding ranges and dynamics with appropriate tone quality, good posture, and steady tempo.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
1.1.1 Match simple pitches patterns in expanding ranges.
1.RI.1 Ask and answer questions about key details in a text.
Sing “attendance” on selected pitches (sol-mi)Sing greetings and goodbyesSing simple folk songs, call and response songs, and nursery rhymes
-student individually sings response-aural assessments
-listening skills- pitch recognition-question and answer skills
-Classroom Roster-Grade level method books-Orff materials
1.1.2 Maintain good posture and a steady beat while singing.
-sing simple songs while patting steady beat on body or playing steady beat on un-pitched instruments-standing or sitting with correct posture while singing
-visual assessment-observation
-listening skills-imitation
Grade level method booksOrff materialsEcho songsUn-pitched classroom instruments
1.1.3. Sing at contrasting dynamic levels with
1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of
-sing simple songs and folk songs that demand differing dynamic levels
-aural assessment
-following cues of conductor-listening skills
Grade level method booksOrff materials
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
appropriate tone quality.
information in a text. -singing lullabies-listen to drastic dynamic musical examples-show and study examples of dynamic markings in music
1.1.4. Sing short memorized songs from various cultures.
1.RI.2 Identify the main topic and retell key details of a text. 1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
-Sing short folk songs and nursery rhymes from other countries
Aural assessment
-listening skills-vocal participation and imitation
Grade level method booksOrff materials
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play short patterns using body percussion and pitched and non-pitched classroom instruments. They maintain a steady tempo when playing with a group.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
1.2.1 Echo short melodic and rhythmic patterns.
-students echo rhythmic patterns on un-pitched or pitched instruments-students echo melodic patterns (within pentatonic scale) on pitched instruments
-aural assessment
-listening skills Various classroom instruments
1.2.2 Maintian a steady beat on a percussion instrument while playing in a group.
-students maintain steady beat on an instrument in accompaniment with music or classroom singing
-aural assessment-visual assessment
-following cues of a conductor-listening skills-awareness of self and group
Orff materialsClassroom instruments
1.2.3 Hold classroom instruments correctly and play with the proper technique.
-students study names and technique of classroom instruments-students play simple rhythms and melodies various classroom
-visual assessment-aural assessment-observation
-listening skills-awareness and control of body -small and large motor skills
Various classroom instrumentsInstrument posters
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
instruments
Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompanimentsStudents improvise responses and simple ostinatos by singing and by using body percussion and instrumental sounds.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
1.3.1 Respond to sung or played musical questions by singing and using body percussion, found items and instrumental sounds.
-teacher plays rhythmic or melodic pattern on an instrument, students respond on an instrument-students create a rhythm, sound, or ostinato to represent a character in a story
-aural assessment-visual assessment
-listening skills-instrumental knowledge and technique
Various stories/poems and literature
Various instruments
1.3.2 Improvise a short rhythm to be echoed by classmates
-students play a four beat rhythmic phrase on an un-pitched or pitched instrument to be echoed by classmates
-aural assessment
-knowledge or definition of the word “improvise”-listening skills
Various instruments
1.3.3 Improvise a short ostinato to sing or play with a familiar
-students improvise a short rhythmic or melodic ostinato
-aural assessment-visual
-knowledge or definition of the word
Various instruments
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
song. (within teacher guidelines) to accompany a classroom folk song to
assessment “improvise”-listening skills-instrument skills
Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelinesStudents create short rhythmic and melodic patterns and accompaniments to short literary examples.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
1.4.1 Independetly create and perform short rhythmic and melodic pattern with teacher guidance using the voice, body percussion found items or classroom instruments
-teacher guides and directs students in creating a short rhythmic and melodic pattern using body percussion or un-pitched and pitched classroom instruments
-aural assessment-visual assessment
-following directions-creativity-instrument knowledge and technique
Various instruments or found objects within classroom
1.4.2 Cooperatively plan and perform rhythmic and melodic material to accompany a poem using a variety of sound sources.
1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1.
-teacher guides students to create and perform rhythmic and melodic patterns and ostinatos that might represent characters, sounds, moods, or settings to accompany a
-aural assessments
-creativity-performance skills-instrument knowledge and technique
Various poem/literature
Various instruments
Paper and/or chalkboardPencil and/or chalk
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
poem
Standard 5
RESPONDING TO MUSIC: Reading, notating, and interpreting musicStudents read basic rhythms and pitches using syllables and utilizing relevant examples from repertoire. They identify quarter and eighth notes and quarter rests.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
1.5.1 Read and perform simple four-beat patterns with quarter notes, eighth notes, and quarter rests using rhythm syllables
-students clap four-beat rhythms that are printed on rhythm cards or scores-students use iconic manipulatives to represent a given rhythm
-aural assessments-visual assessment
-notation-reading skills-listening skills
Rhythm scoresIconic manipulatives
1.5.2 Notate quarter notes, eighth notes, and quarter rests using iconic or standard notation
-students draw, notate, or depict given rhythms using a ready-made standard notation on flashcards or iconic
-visual assessment
-listening skills PaperFlashcardsIconic manipulatives
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
manipulatives1.5.3 Use body percussion and movement to demonstrate rhythmic patterns
-students use different body percussion levels to demonstrate rhythmic patterns-students use differing levels of movement to depict different rhythmic patterns
-visual assessment-aural assessment
-fine and large motor skills-listening skills-body awareness
1.5.4 Read simple pitch patterns from a staff using solfege and hand signs and demonstrate pitch placement with body movement
-students use solfege hand signs and levels of body signs to demonstrate different pitches
-visual assessment -knowledge of -aural assessment solfege through Ways of hand and Body levels and signs
Solfege symbols and hand signs
Chalkboard or other writing source
staff
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing musicStudents identify similarities and differences in music and qualities of various sounds. They identify and demonstrate appropriate listening behavior.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
1.6.1 Show changes in tempo, dynamics and mood using movement in response to music.
-Listening activities using a variety of musical selections
-visual assessment through body movement or raising of hands-written assessment through circling of symbols or pictures on paper
-listening skills-fine and large motor skills-locomotor and non-locomotor movement skills-knowledge of fast/slow, loud/soft
Classroom methods materialsVarious other teacher developed materials
1.6.2 Identify various vocal, instrumental, and environmental sounds.
-Listening activities using various pieces of music that include these sounds-Students bring to
-visual assessment through raising of hands-written
-listening skills-students will be able to identify sounds and origin of
Craft supplies
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
class a varied selection of student-made instruments or students make instruments in class to create a variety of sounds.
assessment through circling of symbols or pictures on paper
sounds
1.6.3 Identify phrases of a song as same or different and listen for repetition of phrases.
-listening to and singing various simple songs, and folk songs-breaking down simple songs and folk songs into individual phrases
-visual assessment through raising of hands -aural assessment-written assessment by circling the two phrases that match (phrase 1 and 3, 2 and 4, and so forth)
-listening skills-knowledge of what categorizes a musical “phrase”-ability to break down a song into musical phrases
Classroom methods materialsVarious other teacher developed materials
1.6.4 Idenfity and demonstrate appropriate listening behavior during a classroom or outside performance
Discuss appropriate concert behaviorAttend a concert within the school such as a Christmas, spring program or various musical presentations.
Visual assessment
Sitting quietlyHow to appropriately respond to a performance
Attend a performance.
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 7 RESPONDING TO MUSIC: Evaluating music and music performancesStudents discuss the role of music in their lives and evaluate classroom music activities.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
1.7.1 Discuss the place and personal importance of music at home, at school, and in the community.
-discuss different settings the students hear and experience music on a daily basis-discuss the benefits on music within the home, school, and community settings
-visual assessment (thumbs up or down)-paper assessments (list making)
-communication skills-listening skills
Teacher led discussion that may include writing notes on chalkboard or other writing source
1.7.2 Discuss and evaluate classroom music activities based on established criteria.
-discuss the value of different classroom musical activities-ask questions regarding skills learned
-visual assessment (thumbs up or down)-paper assessments
-communication skills-listening skills-comprehension
Teacher led discussion that may include writing notes on chalkboard or other writing source
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
(list making) skills-self-evaluation skills
Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts..Students identify and express concepts common to music and other disciplines. They discover the importance of various activities in more than one context.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
1.8.1 Discover musical terms and concepts such as pattern and line that are also used in other disciplines and express them through moving, drawing, or other appropriate means.
-experience musical terms and concepts through movement, drawing, and other means and discuss how those concepts might connect and are presented in other disciplines
-visual assessment-aural assessment
-knowledge of concepts-listening skills-identification skills
Art supplies
1.W.8 With guidance -discuss how Visual and Verbal Teacher led
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
1.8.2 Describe the importance of activities such as listening, reading, and moving that occur in music class and other curricular areas.
and support from adults, recall information from experiences or gather information from provided sources to answer a question.
students listen, read, and move within the music classroom and in other places and classes within the school, and discuss/debate the importance of those activities
aural assessment
descriptors discussion that may include writing notes on chalkboard or other writing source
Standard 9 RESPONDING TO MUSIC: Understanding music in relation to history and culture
Students identify functions of music and experience music of various historical periods and cultures. They identify known musicians.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
1.9.1 Identify various uses of music in the community and examples of music used for special occasions.
-listen to and experience music for various types of occasions
-aural assessment-demonstration and performance
-recognition of music within community and for special occasions-listening skills-discussion and communication skills
Various musical selections
1.9.2 Experience music from various
-sing, dance, play musical instruments and games, and
-aural assessments-visual
- Awareness of cultural music-Usage and
Various classroom activities/songs from many sources
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
historical eras and cultures through singing, listening, or moving
listen to music from a varied repertoire of cultures and historical eras
assessment-paper assessment
development of gross and fine motor skills-Instrumental knowledge and technique
Various instruments
1.6.3 Identify some known musicians in the community or media.
1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
-discuss what defines a musician-discuss different known musicians in community or media in present day or past-listen to different musical examples from a variety of different musicians
-aural assessment
-students can identify a musician-verbal description
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Grade TwoStandard 1 PERFORMING MUSIC: Singing alone and with others Students sing a variety of music expressively with accurate pitch, appropriate tone quality, and good diction and posture. The sing ostinatos, they follow the directions of a conductor.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
2.1.1 Sing with accurate pitch, appropriate tone quality, clear diction, and good posture.
Students will sing various songs from methods books.Christmas Concert
Aural and visual assessment
Proper singing techniques.Varied repertoire.
Classroom materialsTeacher generated materials
2.1.2 Sing a cappella and with accompaniment, independently and in groups..
Students will sing folk songs and various other songs.Solo singingSong games
Singing in small groups and independently.
Varied repertoire
Classroom materialsTeacher generated materials
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
2.1.3. Sing songs in the languages of other cultures, adding any movement considered intrinsic to authentic performance of the music.
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. . 2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Students will learn songs in a foreign language.
Singing in small groups and independently.
Varied repertoireAppropriate move-ment application
Classroom materialsTeacher generated materialsVarious selections of folk songs and dances.
2.1.4. Sing an ostinato with a familiar song, maintaining a steady beat.
Students singing ostinatos to melodies and songs.Games songs with ostinato’s
Aural and visual assessment
Independent singingMaintaining a steady beat
Classroom materialsTeacher generated materialsFolk songs and games
Veterans Day Aural and Performance
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
2.1.5 Follow the cues of aconductor with regard to tempo and dynamics.
programsChristmas concert.
visual assessment
skills
Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play melodic and rhythm patterns on classroom instruments accurately and with a steady beat tempo. They identify instruments, use correct techniques with playing, and vary dynamic levels. They follow the directions of a conductor.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
2.2.1 Echo melodic and rhythmic patterns.
Songs and gamesRhythm scores or flash cards
Aural and visual assessment
Various songs and un-pitched percussion instrumentsRhythm scores or flashcards
2.2.2 Maintain a steady beat and play with appropriate dynamic levels
Students accompany selected music with body percussion or on an un-pitched percussion instrument.Students play an
Aural and visual assessment
Rubric – teachers assesses
Play a steady beatShow understanding of dynamic symbols and their meaning
Various un-pitched percussion instruments and/or xylophonesMusic accompanimentsDynamic Unit with
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
ostinato on a xylophone.Dynamics “unit” where students learn about and practice dynamic symbols and their meanings.
students comprehension of dynamic symbols and their meaning.
Follow the cues of a conductor
musical examples of dynamic markings.
2.2.3 Play classroom instruments with proper technique, holding them correctly.
Teacher introduces various pitched and un-pitched percussion instruments using correct names.Students accompany vocal and instrumental music or stories on various instruments.
Aural and visual assessment
Playing technique
InstrumentsMusical accompanimentsOrff materialsStory books
2.2.4 Learn correct names for classroom instruments and identify those associated world cultures.
Teacher introduces various pitched and un-pitched percussion instruments and their culture of origin.Students accompany vocal and instrumental music or stories on various instruments.
Aural and visual assessmentRubric assessing instrument names
Instrument names and country or origin
Various instruments and cultural information for that instrument
2.2.5 Play simple ostinatos while others sing.
Students accompany simple songs.Students accompany stories.
Aural and visual assessment
Students maintain a steady beatAccompanying skills
Classroom instrumentsSimple songsStoriesOrff materials
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Listening skills2.2.6 Follow the cues of a conductor with regard to tempo and dynamics
Students accompany simple songs and stories under teacher direction
Aural and visual assessment.
Playing dynamic levels
Classroom instruments
Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompanimentsStudents sing, play instruments, and use movement to improvise musical phrases including questions, responses, and ostinatos.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
2.3.1 Improvise a short melodic phrase on a pitched classroom or keyboard instrument.
Using a poem or phrase from a story, students will improvise a melody based on a pentatonic scale on barred instrument
Visual and aural assessment.
Definition of the words improvise and pentatonic.
Barred instrumentsOrff materialsStory booksPoetry
2.3.2 Sing short questions to be answered by
Students will perform call and response activities with varied partners
Aural assessment
Independent singingUnderstanding of question and
Call and response songsOrff materials
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
classmates.. answer.
2.3.3 Respond to teacher or student questions by singing and using body percussion, movement, found items, instruments, or electronic sounds.
Students will perform a variety of call and response activities.
Aural assessment
Independent performance
Call and response songs or rhythms.Orff materials
2.3.4 Improvise a short ostinato with a familiar song using body percussion, instruments, or movement.
In groups students will create a short ostinato to accompany a song.
Visual and aural assessment
ImproviseConfidenceTeamworkDefinition of body percussionUse of levels
Barred instrumentsUn-pitched percussion instruments
Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelinesStudents create short rhythmic and melodic patterns within specified guidelines and create group compositions. They notate their music.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
2.4.1 .Perform short rhythmic and melodic phrases within teacher guidelines and write them using standard original notation.
Using poetry or simple songs students will notate the rhythm of the poem or song with craft sticks
Visual AssessmentRhythm Rubric to assess understanding of notation
Student understands notation
Simple songsPoetryCraft sticks
2.4.2.Create music Students will work in groups to create
Visual and aural
TeamworkCreativity
Story or poemSelected
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
collaboratively to enhance a poem or short story using a variety of sound sources.
music to accompany a story or poem
assessment instruments or tools
2.4.3 Arrange and perform a short sound piece cooperatively in small groups using the voice, body percussion, found items, or classroom instruments.
Students will work in groups to create a sound piece using a variety of tools provided by the classroom teacher.
Visual and aural assessment
TeamworkCreativity
Selected instruments or tools
Standard 5
RESPONDING TO MUSIC: Reading, notating, and interpreting musicStudents read, write, and perform rhythmic and melodic patterns using standard or iconic notation and utilizing relevant examples from repertoire. They identify and interpret basic terms and symbols for dynamics and tempo.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s) Knowledge/Skills Materials/Notes
2.5.1 Read and perform quarter, eighth,
2.W.8 Recall information from experiences or gather
Students will clap and speak, using rhythm syllables, four
Aural and visual assessment
Recognize and perform indicated notes and rests and groupings of notes
Hal Leonard Rhythm ScoresRhythmically Moving CD’s
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
half, dotted half, and sixteenth notes, and quarter, half rests in four-beat groupings using rhythm syllables..
information from provided sources to answer a question.
2.RI.10 By the end of year, read and comprehend informational texts, including technical music texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
beat rhythm scores .
and rests.
2.5.2 Notate quarter, eighth, half, dotted half, and sixteenth notes, and quarter and half rests using iconic or standard notation.
2.W.8 Recall information from experiences or gather information from provided sources to answer a question.
2.RI.10 By the end of year, read and comprehend informational
Teacher will clap a variety of rhythm patterns and students will notate.
Visual AssessmentNotation Rubric – assess student understanding and writing of notation
NotationGrouping notationListen and recall
Examples of indicated notation.
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
texts, including technical music texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
2.5.3 Read pitch patterns from a staff and perform using solfege and hand signs.
2.W.8 Recall information from experiences or gather information from provided sources to answer a question.
2.RI.10 By the end of year, read and comprehend informational texts, including technical music texts, in the grades 2-3 text complexity band proficiently, with scaffolding as
Teacher will review solfege with hand or body signs.Using a familiar song, teacher will sing melody using solgege and students will echo.
Aural and visual assessment
Solfege syllablesListen and recall
Solfege hand sign chartFamiliar melodiesOrff or Kodaly materials
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
needed at the high end of the range.
2.5.4 Identify direction of notated pitch patterns and interpret through singing, playing, or movement.
With voices, movement, or instruments students will show understanding of pitch direction.
Aural and visual assessmentRubric – Direction of pitch patterns
Pitch direction
2.5.5 Identify basic musical terms and symbols and through singing, playing or movement.
2.RI.10 By the end of year, read and comprehend informational texts, including technical music texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
With voices, movement, or instruments students Aural and visual assessmentwill show understanding of music terms and symbols.Performances
Aural and visual assessment
Knowledge of music terms
Selected repertoire of musicPrograms performances
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing musicStudents identify similarities and differences in music using movement and musical terms. The recognize groups of classroom and orchestral instruments. They identify and demonstrate appropriate listening behavior.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
2.6.1 Identify 2.W.8 Recall information from
Dynamic Unit – singing and listening
Graded assessment
Music Terminology
Dynamic UnitRubric for
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
contrasts and changes in tempo and dynamics using basic music terminology and movement
experiences or gather information from provided sources to answer a question.
music; identifying tempo and dynamic changesStudents will do guided movement to selected pieces of music to show contrasts in music.Games – Various selected movement games that allow students to show contrasts in the music through movement.
using a Rubric-Dynamic UnitVisual assessment
Independent music skillsInterpretationListening skills
AssessmentSelected music for movement activitiesGames
2.6.2 Identify repetition and contrast in sections of music using symbols or movement.
2.W.8 Recall information from experiences or gather information from provided sources to answer a question.
Students will do guided movement to selected pieces of music to show repetition and contrast in music.Games – Various selected movement games that allow students to show repetition and contrasts in the music through movement
Visual assessment
Music TerminologyIndependent music skillsInterpretationListening skills
Music for Creative Dance
2.6.3 Identify groups of classroom instruments by sight and sound.
2.W.8 Recall information from experiences or gather information from provided sources to answer a
Teacher will give students opportunities to use instruments in classroom situations so students develop an awareness of
Aural Assessment- Teacher
plays a given instrument and
Recognize a variety of instruments by sight and sound
Selected classroom instrumentsSound bank
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
question. instruments names and their sound.Sound bank activities.
students identify.
2.6.4 Identify families or orchestral instruments by sight and sound
2.W.8 Recall information from experiences or gather information from provided sources to answer a question.
Discuss instrument families; listen to and identify their sounds in a listening piece; show pictures of individual instruments and their family group.
Visual AssessmentInstrument family Game
Recognize individual instruments and their families by sounds and sight.
Pictures or posters of Instruments/familiesListening piecesSound bankVarious websites for example: Dallas Symphony Orchestra.
2.6.5 Identify voices as those of children, adult males, or adult females.
2.W.8 Recall information from experiences or gather information from provided sources to answer a question.
Listen to and identify the sound of different voices in a listening piece.Listen to a sound bank with representations of different voices
Visual Assessment(thumbs up; thumbs down)
Recognition of types of voices
Sound bankListening pieces
2.6.6 Discuss and demonstrate appropriate listening behavior for various types of performances.
Teacher leads students in a discussion of appropriate listening behavior for various types performances
Visual assessment
Develop appropriate listening behavior
Various performances – in school or field trips.
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 7 RESPONDING TO MUSIC: Evaluating music and music performancesStudents discuss personal musical preferences. They compare contrasting musical works and establish criteria for performances.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
2.7.1 Explain 2.W.8 Recall information from
Composer of the Month or Music Style
Aural assessment
Exposure to a variety of
Variety of music for listening
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
personal preferences for different musical works.
experiences or gather information from provided sources to answer a question.
of the Month(Students listen to a variety of music by various composers and discuss)
musical styles.Vocabulary skills
Pictures and historical information about composer or music style
2.7.2 Listen to and compare two contrasting styles of compositions using basic musical terminology.
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Teacher presents different composition styles and students compare and contrast using appropriate music terminology
Aural assessmentVisual assessment – students draw a picture showing compare/contrast
Exposure to a variety of musical styles.Vocabulary skillsArtistic skills
Music terminology posted in the room – word wall – for student reference.
2.7.3 Establish and apply criteria for good musical performance in and outside the classroom.
Teacher led discussion on performance skills
Aural and visual assessment.
Performance skills
Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the artsStudents discover application of musical concepts in other disciplines. They express aural musical examples in non-musical ways and specific emotions through music and other means..
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
2.8.1 Identify musical concepts such as tone color, repetition, and contrast, and ways they are used in other disciplines.
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Students will look at selected pieces of art work and discuss tone color, repetition, and contrast.Students will look at architecture and discuss tone color, repetition, and contrast.
Aural and visual assessment
Vocabulary skillsRecognition of elements in other disciplines
Art work
2.8.2 Describe an aural musical example through movement, art, or writing.
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Students will interpret a select piece of music through movement, drawing or writing.
Aural and/or visual assessment.
Vocabulary skillsInterpretationSelf confidencePerformance skills
Varied selection of music
2.8.3 Express a specific emotion through music, art, movement and writing or speaking.
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Students will interpret and express an emotion of a select piece of music through movement, drawing or writing.
Aural and/or visual assessment.
Vocabulary skillsInterpretationSelf confidencePerformance skills
Varied selection of music
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 9 RESPONDING TO MUSIC: Understanding music in relation to history and culture
Students identify music for special occasions and its role. They experience music and dances from various cultures and historical periods and explore roles of community musicians.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
2.9.1 Discuss suitable music for various special occasions and the role it plays.
2.W.8 Recall information from experiences or gather information from provided sources to answer a question.
Teacher led discussion on appropriate music for special occasions. Discuss how the music selected might affect the occasion.
Aural assessment
Awareness, interpretation and sensitivity to appropriate music for special occasions.
Student exposure to various types of situation/programs where music is used.
2.9.2 Discover the role of music from earlier periods in history such as the music of Native Americans and its relationship to other elements in the society.
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Students will participate in activities such as games, dances or rhythmic patterns to emulate a variety of cultural music.
Visual Assessment
Recognize and appreciate music of other cultures
Selection of multi-cultural music, games, dances, etc.
2.9.3 Perform and listen to music and learn folk dances from past and present cultures..
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Teacher directs students and folk dances from various cultures and of the historical nature.
Visual Assessment
Dancing skillsListening skillsTeamwork skills
A variety of folk dance music
2.9.4 Discuss the roles of musicians in the community.
Students identify musicians from the community
Aural assessment
Awareness of local musicians
Teacher knowledge of local musicians
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Grade ThreeStandard 1 PERFORMING MUSIC: Singing alone and with others Students sing a variety of music expressively with attention to pitch, tone quality, diction and posture. The sing rounds and songs with ostinatos, and they follow the directions of a conductor.
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
3.1.1 Sing a cappella and accompanied songs with attention to pitch, diction, tone quality, and posture.
Through a variety of warm-ups and technique building activities, sing songs prepared for performance a cappella and accompanied
-aural assessment
-correct posture-correct tone quality-correct diction
Classroom materialsTeacher generated materials
3.1.2 Sing expressively with varied dynamics and appropriate phrasing.
3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Sing a varied repertoire of music with attention given to expressing dynamics and phrasing
-aural assessment
-knowledge of expressive singing-knowledge of dynamics and dynamic markings
Classroom materialsTeacher generated materials
3.1.3. Sing songs from a variety of cultures including those of the school and community, adding any movement considered intrinsic to authentic performance of the music..
3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Using a diverse repertoire classroom music materials, students will sing songs including those from other cultures adding movement where appropriate
Aural assessment
Knowledge of music from other cultures
Classroom materialsTeacher generated materials
Folk dances
3.1.4. Sing rounds and songs with ostinatos
-learning and performing individual parts securely rounds and songs with ostinatos,
-aural assessment
-independent singing
Classroom materialsTeacher generated materials
-students will learn -aural and -performance Class work and
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
3.1.5 Follow the cues of aConductor.
to follow the cues of a conductor in the classroom and in a performance.
visual assessment
skills Performances
Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play melodies and rhythms on classroom instruments with correct technique, appropriate dynamics, and a steady beat, alone, and in groups. They follow the directions of a conductor.
Music Academic Literacy Embedded Learning Assessment(s Knowledge/ Materials/Notes
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard Standard Activities ) Skills
3.2.1 Echo melodic and rhythmic patterns.
-on un-pitched classroom instruments, students will echo rhythmic patterns-on pitched classroom instruments or recorders, students will echo melodic patterns
-visual assessment-aural assessment
-listening skills-rhythmic knowledge and decoding-basic melodic knowledge and decoding skills (high/low)
Various classroom instruments
Recorders
3.2.2 Play given pitch patterns on a mallet instrument, keyboard, or recorder..
-play phrases from songs or given pitch patterns on barred instruments, keyboard, or recorder
-aural assessment-visual assessment
-listening skills-instrument knowledge and technique-melodic decoding skills
Various instruments
3.2.3 Play instruments in a group with a steady beat, appropriate dynamics, and correct technique.
-through a variety of musical selections students will, as a group, practice using correct playing techniques that demonstrate appropriate dynamics, and the use and ability to maintain a steady beat
- aural assessment-visual assessment
-playing technique-listening skills-demonstration of dynamic knowledge
Various instruments
3.2.4 Use correct names for classroom instruments including those from world cultures.
-study and discuss names for classroom instruments including those from world cultures
-visual assessment-written assessment-aural assessment
-identification skills
Grade level books
Various musical selections
Musical instrument
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
posters and sound clips
3.2.5 Play four-measure melodies on pitched percussion instruments.
-play a variety of musical selections on various pitched percussion instruments
-aural assessment-visual assessment
-instrument knowledge, technique, and playing skills
Various musical selections
Classroom instruments
3.2.6 Play ostinato accompaniments on pitched and non-pitched classroom instruments, independently and with others.
-using a variety of instruments students will accompany classroom selections both vocal and recorder.
-aural and visual assessment.
-student sampling
Accompanying skills.Independent playing.
Classroom instruments.A variety of songs and stories.
Orff materials
3.2.7 Follow the cues of a conductor.
In daily class work and during performances, students will learn to follow the director’s musical cues.
Visual assessment.
Performance skills
Performance
Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompanimentsStudents improvise responses, accompaniments, and short compositions by singing and using variety of instrumental and classroom sounds. They invent short pieces by following the cues of a conductor.
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
3.3.1 Sing or play extended responses to teacher or student questions.
Students will perform a variety of call and response activities.
Aural assessment
Independent performance
Call and response songs or rhythms.Orff materials
3.3.2 Improvise a rhythmic accompaniment to a song.
In groups or individually, students will create a short ostinato to accompany a song.
Visual and aural assessment
ImproviseConfidenceTeamworkDefinition of body percussionUse of levels
Barred instrumentsUn-pitched percussion instruments
3.3.3 Perform a composition with opportunities for free improvisation at various intervals.
-practice and give many opportunities for students to improvise on a small scale with and without teacher guidelines-perform various musical compositions with opportunities for free improvisation at various intervals
-aural assessment
-improvisation skills-confidence-encouragement and supportive skills toward others
Classroom instruments
3.3.4 Improvise a short composition using various sounds in response to the direction of a teacher or student conductor.
practice and give many opportunities for students to improvise on a small scale with and without teacher guidelines
-aural assessment
-listening to and following directions and cues-improvisation skills
Classroom instruments
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
3.3.5 Improvise appropriate rhythmic movement to accompany a song or instrumental piece.
-using different body percussion and movement levels, students will improvise rhythmic movement to accompany a song or variety of instrumental pieces
-visual assessment
-listening skills-locomotor and non-locomotor skills
Various pieces of musicClassroom instruments
3.3.6 Use voices and instruments to improvise appropriate sound effects or accompaniments to a poem or short story.
3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Students will plan an accompaniment to a selected story or poem using voices and/or instruments.
Visual and aural assessmentSelf Assessment
CreativityPerformanceTeam work
Classroom instrumentsSelected story or poemOrff materials
Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelinesStudents create short melodies and accompaniments using available using traditional and electronic resources. They notate their music and arrange melodies using available electronic means. They create simple orchestrations for stories, poems, and dramatizations.
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
3.4.1 Compose rhythmic and melodic phrases according to teacher guidelines utilizing classroom instruments and available electronic resources. Notate/record using traditional or available electronic means.
Using specific guidelines students will compose a rhythmic and melodic phrase with classroom instruments or electronic sources.Students will notate and record compositions using traditional or available electronic means.
Visual and aural assessmentComposition RubricSelf Assessment
-Compose-Notate-Creativity-Technology and electronic skills and knowledge
Staff paperVisuals of notation andMusic software
3.4.2 Compose a melody to match given lyrics. Create lyrics to match a given melody.
-discuss diction/syllable counting and its relation and relevance to rhythm-use knowledge to compose a melody to match given lyrics and create lyrics to match a given melody
-Aural assessment-composition rubric
-composition skills-notation skills-listening skills-diction and pronunciation skills
Staff paperVisuals of notation andMusic software
Existing lyrics/literature
3.4.3 Create a rhythmic accompaniment for a given melody to be played and notated using traditional or
-In groups, create a rhythmic pattern to accompany a melody-play and notate created rhythmic
-aural assessment-composition rubric-self assessment
-teamwork-listening skills-notation skills-technology skills-performance
Staff paperVisuals of notation andMusic software
Various instruments
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
available electronic sources.
accompaniment using traditional and available electronic sources
-peer assessment
skills
3.4.4 Arrange a melody utilizing various vocal or instrumental sounds with available electronic sources.
-In groups, create a melody using various vocal and instrumental sounds with available electronic sources
-aural assessment-composition rubric-self assessment-peer assessment
-teamwork-listening skills-notation skills-technology skills-performance skills
Staff paperVisuals of notation andMusic software
Various instruments
3.4.5 Plan simple orchestrations to accompany readings and dramatizations using available instruments or electronic sound sources.
-as a class, plan and create simple melodies and rhythmic patterns to accompany a reading or dramatization using classroom instruments or electric sound sources.
-aural assessment-visual assessment-written assessment-self-assessment
-teamwork-notation skills-technology skills
Staff paperVisuals of notation andMusic softwareExisting literatureVarious instruments
Standard 5
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
RESPONDING TO MUSIC: Reading, notating, and interpreting musicStudents read, write, and perform rhythmic and melodic patterns, utilizing relevant examples from repertoire. They identify and apply musical symbols and terms.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
3.5.1 Read and perform simple quarter, eighth, half, dotted half, and sixteenth, and whole notes, and quarter, half and whole rests in four beat groupings using iconic or standard notation.
-students clap four-beat rhythms that are printed on rhythm cards or scores-students use iconic manipulatives to represent a given rhythm
-aural assessments-visual assessment
-notation-reading skills-listening skills
Rhythm scores
Iconic manipulatives
3.5.2 Notate quarter, eighth, half, dotted half, and sixteenth notes, and quarter and helf rests using iconic or standard notation.
Teacher will clap a variety of rhythm patterns and students will notate.
Visual AssessmentNotation Rubric – assess student understanding and writing of notation
NotationGrouping notationListen and recall
Examples of indicated notation.
3.5.3 Read and perform expanded pitch patterns and simple songs using solfege and letter names of the treble clef.
-students will sing a variety of musical selections that include expanded pitch patterns-students will substitute lyrics of song with solfege syllables and letter
-aural assessment-written assessment
-note reading -solfege syllables
Various musical selectionsOrff materialsSolfege symbols and signsMusical staff example
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
names of the treble clef
3.5.4 Identify and sing or play steps and skips in notated pitch patterns.
-students will listen to a sung or played pitch pattern and be able to identify -students will sing and play steps and skips in notated pitch patterns
-aural assessment -solfege signs and-written assessment syllables-solfege body signs -listening skills-levels of body signs -identification
Various musical selectionsOrff materialsSolfege symbols and signsMusical staff example
3.5.5 Identify and apply an expanded vocabulary of musical terms.
Through various selections of music, either vocal or instrumental, students will be introduced to the symbols and definitions of various musical concepts. -students will be able to demonstrate and identify musical terms
-written assessment -Visual recognition -aural assessment of music symbols
Classroom methodsVarious other teacher developed materials
3.5.6 Interpret notated music through visual, aural, and kinesthetic means.
-students will listen to and study t several notated musical examples and interpret notated music through means of line mapping, movement, and aural means.
-aural assessment -transferring -visual assessment ideas to several -written assessment means -body awareness
Writing sourceVarious examples of notated music
2.5.7 Identify and 3.RI.4 Determine the meaning of general
-students will be introduced to the
-visual assessment -communication
Notated musical examples with
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
explain the dynamic markings forte, mezzo forte, piano, mezzo piano, crescendo and diminuendo (descrescendo)
academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
dynamic markings of forte, mezzo forte, piano, mezzo piano, crescendo, and diminuendo through the study of notated music-students will point out and define markings within notated music
-written assessment -identification
dynamic markings
Various games
Written assessment (worksheet)
2.5.8 Identify and explain the musical symbols for fermata, octave, and D.C. al fine.
3.RI.10 By the end of the year, read and comprehend informational texts, including technical music texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
-students will be introduced to the musical symbols for fermata, octave, and D.C. al fine through the study of notated music-students will point out and define markings within notated music
-visual assessment -communication-written assessment -identification
Musical symbol examples
Written assessment (worksheet)
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing musicStudents use movement and symbols to describe music. They learn to use appropriate musical terminology and identify instrument families by sight and sound. They identify and demonstrate appropriate listening behavior.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
3.6.1 Describe tempo, dynamics, articulation, and rhythmic and melodic elements through movement, writing, or illustration.
Listen to a selected piece of music and interpret the piece through movement or describe it through writing or illustration
Visual Assessment
Understand and use of terminologyAbility to interpret music terminology through various mediums
Various musical selections
Art supplies
Pencil/paper
3.6.2 Identify and describe AB, ABA, and rondo forms using movement and symbols.
In select classroom pieces students will identify theme and variation, rondo and other form using movement and symbols
Visual assessmentClassroom discussion
Form in Music Various musical selections
3.6.3 Use musical terms to describe music through activities such as creation of a word bank..
-Students will incorporated and use musical terminology in the discussion and participation of musical activities
-visual assessment-classroom discussion
-knowledge of musical terminology -verbal discription
Classroom methodsVarious other teacher developed materials
3.6.4 Identify representative orchestral instruments and their families by sight and sound as
-students will be introduced to orchestral instruments and their families
-visual assessment-written assessment
-listening skills-identification skills-ability to categorize and
Instrument postersInstrument sound clipsPencil/paper
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
well as instruments of other cultures
through usage of classroom posters and sound examples of each-students will identify instruments by sight and sound and be able to categorize them into orchestral family
differentiate
3.6.5 Identify different ensembles by their timbre such as adult or children’s choir, orchestra, or wind ensemble..
-students will listen to various examples of different ensembles and categorize them by their timbre-as a class, use tools such as lists and Venn diagrams to categorize ensembles
-visual assessment-written assessment-classroom discussion
-listening skills-identification skills-ability to transfer ideas to paper and diagrams
Writing source
Sound clips/musical examples
3.6.6 Discuss and demonstrate appropriate listening behavior for various types of performances.
Classroom discussion of appropriate behavior at a performance.
Aural assessmentPeer assessmentSelf assessment
Listening and behavior skills
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 7 RESPONDING TO MUSIC: Evaluating music and music performancesStudents express personal preferences for music. They compare musical compositions, evaluate performances, and demonstrate appropriate behavior when performing.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
3.7.1 Explain personal preferences for various styles of music using appropriate terminology.
-students will listen to a variety of music examples and list likes and dislikes of each-students will engage in classroom discussion on various styles of music using known music terms
-classroom discussion-
-communication skills-vocabulary
Musical examples
3.7.2 Listen to and discuss or write about two contrasting compositions using appropriate terminology.
3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion.
-students will listen to two contrasting compositions and compare and contrast the compositions through classroom discussion-lists, diagrams, and other written means may be used to help students in their discussion
-classroom discussion-written assessment
-listening skills-use of and recognition of known music terminology
Various contrasting musical examples
Writing source
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section.
3.7.3 Establish and apply criteria for evaluating various types of musical performances.
-students discuss and help create a rubric or another way of establishing a criteria for evaluating various types of musical performances-students use their created mean to evaluate various performances
-visual assessment-written assessment-classroom discussion
-communication-list making-rubric understanding and application-teamwork
Pencil/paper
Rubric graph
3.7.4 Identify and demonstrate appropriate behavior when performing music.
Classroom discussion of appropriate behavior at a performance.
Aural assessmentPeer assessmentSelf assessment
Listening and behavior skills
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts..Students discover correlations of the elements of art and principles of design to music and other disciplines. They interpret aural examples through various means and use music to describe and understand other topics and subjects.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
3.8.1 From a list of the elements of art (line, color, shape, value, texture, form, and space) and the principles of design (unity, variety, emphases, balance, proportion, pattern, and rhythm), identify terms that also apply to music, dance, and drama as well as reading, writing, and mathematics.
Classroom discussion and interpretation of various music elements that apply both to music and to the visual artsObserve and discuss various selections of Art from supplied pictures or field trip.
Aural assessmentPeer Assessment
Understand, define and use appropriate and specific terms that are applicable to multiple Art forms
Pictures and recordings
3.8.2 Interpret an aural musical example through dance, drama, art, or writing.
3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a
-students use artwork, dance, movement, drama, and writing to interpret an aural musical examples either individually or in groups-students chose
-aural assessment-visual assessment-written assessment-self and peer assessment
-creativity-self-confidence
Art supplies
Writing source
Musical examples
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.
artwork or writing from a various selection given to “match” an aural musical example
3.8.3 Select and play a classroom instrument to describe an object or interpret a concept in a picture or literary work.
3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
-students will choose a classroom instrument to play that they feel connects to or describes a concept or an object within a picture or literary work
-aural assessment
-listening skills-identification-verbal discription
Various instruments
Various musical selections
3.8.4 Discuss ways that music could enhance understanding of a topic in another discipline.
3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and
-teacher will lead students in class discussion on ways that music could enhance understanding of a topic in another discipline such as
-classroom discussion
-verbal description- communication
Examples of commercials and movie clips
Electronic source such as projector or T.V.
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
purpose. movie clips, commercials, and so forth
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 9 RESPONDING TO MUSIC: Understanding music in relation to history and culture
Students discover music associated with special occasions in their own and other cultures. They explore music and dances from other eras and cultures and investigate roles of musicians in media today.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
3.9.1 Investigate the use of music for special occasions and celebrations, both in the United States and across world cultures.
Teacher led discussion on appropriate music for special occasions. Discuss how the music selected might affect the occasion.-study and discussion of music for special occasions of other cultures
Aural assessment
Awareness, interpretation and sensitivity to appropriate music for special occasions.
Student exposure to various types of situation/programs where music is used.
3.9.2 Explore music of other cultures through live or recorded authentic performances and the role of music and musicians related to the cultures and times.
-listen to many musical examples from other cultures and discuss and explore the role of music and musicians related to the cultures and times-compare and contrast contemporary American music to that of other
-classroom discussion-visual assessment
-compare and contrast skills-communication
Visual and audio recordings from other cultures
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
cultures and eras3.9.3 Learn folk dances from other eras and cultures.
Learn and perform various folk dances from other eras and cultures
-visual assessment
-body awareness-basic dance and movement terminology-
Folk dancing books/songs
3.9.4 Discuss the roles of musicians in contemporary media.
Students identify musicians from the media
Aural assessment
Awareness of medial musicians
Teacher knowledge of media musicians
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Grade FourStandard 1 PERFORMING MUSIC: Singing alone and with others Students sing a variety of music expressively with attention to breath control, pitch, tone quality, diction, and posture. They sing partner songs, rounds, and songs with ostinatos, and they follow the directions of a conductor.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
4.1.1 Sing while main-taining good breath control, pitch, diction, tone quality, and pos-ture.
Through a simple variety of vocal warm-ups, rounds, canon, and simple songs, etc. students will learn correct breath control, pitch, diction, tone quality and singing posture.
Aural assessment
Correct breath control, pitch, diction, tone quality and singing posture.
A variety of warm-ups, rounds and canons.
4.1.2 Sing expressively with attention to dynamics and phrasing
Sing a variety of songs with attention given to dynamics and phrasing.
Aural assessment
How to sing expressively.
Songs
4.1.3 Sing a diverse repertoire of songs with varied accompa-niment and including other cultures and languages, adding any movement con-sidered intrinsic to au-thentic performance of the music.
Using a diverse repertoire classroom music materials, students will sing songs including those from other cultures and in other languages adding movement where appropriate
Aural assessmentMIOSM concert
Knowledge of music from other culturesExperience of singing in a foreign language.
MIOSM materials
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
4.1.4 Sing partner songs, rounds, and songs with ostinatos.
Using a variety of materials students will sing rounds, canons, and part songs and will be able to hold secure their part.
Aural AssessmentPartner singing
Independent singing
A varied selection of partner songs, rounds and songs with ostinatosOrff materials
4.1.5 Follow the cues of a conductor.
Students will learn to follow the cues of a conductor in the classroom and in a performance.
Aural and visual assessment
Performance skills
Class work and Performances
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play melodies, rhythms, and chords on pitched or non-pitched classroom instruments with correct technique, steady tempo, and appropriate style and dynamics. They follow the directions of a conductor.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
4.2.1 Play melodic, rhythmic, and chordal patterns with correct rhythms, tempo, and dynamics by rote and by reading.
Students will use pitched and un-pitched percussion instruments and/or recorders students will play a variety of rhythms, melodies and chord patterns.
Through rhythm scores students will practice reading rhythms.
Through recorder playing students will practice note reading and musicality.
Visual and aural assessment.
Recorder rubric.
Note reading worksheets and application.
MusicalityTeam workFollow the cues of a conductor
Classroom instrumentsRecorders Rhythm scoresNote reading worksheets and music for appli- cation
4.2.2 Play pitched and non-pitched percus-sion instruments, key-boards, and recorders (as identified by cur-riculum) using correct techniques for holding instruments and pro-ducing sound.
Through a variety of musical selections students will practice using correct playing techniques.
Visual assessment.Student sampling.
Playing technique
Pitched and un-pitched percussion instruments.
Orff materials
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
4.2.3 Play ostinato ac-companiments on pitched and non-pitched classroom in-struments, indepen-dently and with oth-ers.
Using a variety of instruments students will accompany classroom selections both vocal and recorder.
Aural and visual assessment.
Student sampling
Accompanying skills.Independent playing.
Classroom instruments.A variety of songs and stories.
Orff materials
4.2.4 Play instrumen-tal pieces of various styles and cultures.
Teacher will select a variety of cultural and stylistic music for students to play and accompany with pitched percussion instruments and recorders
Aural and visual assessment.
Music of various cultures and styles.
Selection of music from various cultures and styles
4.2.5 Follow the cues of a conductor
In daily class work and during performances, students will learn to follow the director’s musical cues.
Visual assessment.
Performance skills
Performance
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompanimentsStudents improvise rhythmic and melodic accompaniments to known melodies. They create compositions and accompaniments using the voice or instruments and improvise simple variations of familiar songs.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
4.3.1 Create rhythmic patterns and melodic ostinatos to accom-pany classroom songs using pitched and non-pitched instru-ments, body percus-sion, and electronic sounds.
Using pitched and un-pitched percussion instruments students will create rhythmic and ostinato patterns to accompany classroom songs.
Visual and aural assessment.Students performance
CreativityTeamworkDefinition of melodic and rhythmic ostinato
Classroom instrumentsA variety of songs to accompanyOrff materials.
4.3.2 Improvise a short ostinato to be played or sung with a pentatonic song.
Using pitched percussion instruments students will improvise on a pentatonic scale to a classroom song
Aural assessment.Students performance
CreativityPentatonic Scale
Pitched percussion instrumentsOrff materials
4.3.3 Improvise a melodic variation of a familiar song or musi-cal phrase.
Using pitched percussion instruments students will improvise to a familiar classroom song
Aural assessment.Student performance
Creativity Pitched percussion instrumentsOrff materials
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
4.3.4 Improvise a short composition us-ing various sounds in response to the direc-tion of a teacher or student conductor.
Using found sounds or created sounds students will improvise a short composition.Using a story, poem or nursery rhyme students will create a short composition to enhance the story, poem or nursery rhyme
Aural assessment
Student performance
CreativityTeam work
Various unpitched percussion instruments or found items.
Selected story or poem
4.3.5 Improvise move-ments to accompany or demonstrate a melody.
Students will use body motion or movements to show direction of melody
Students will use body motion or movements to interpret a piece of select piece of music.
Visual and aural assessment
Peer AssessmentSelf Assessment
CreativityPerformanceMelodic lineImprovisation
Select music
4.3.6 Use voices and instruments to create appropriate sound ef-fects or accompani-ments to a poem or short story.
Students will plan an accompaniment to a selected story or poem using voices and/or instruments.
Visual and aural assessmentSelf Assessment
CreativityPerformanceTeam work
Classroom instrumentsSelected story or poemOrff materials
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelinesStudents create, notate, and perform short pieces or songs to accompany texts. They create original compositions and arrangements using available sound sources.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
4.4.1 Compose a melody for a verse of a selected poem and notate it using tradi-tional or electronic means.
Using specific guidelines students will compose a melody to accompany the verse of a selected poem.
Visual and aural assessmentComposition RubricSelf Assessment
ComposeNotateCreativity
Staff paperVisuals of notation and Poem to be notatedMusic software
4.4.2 Working inde-pendently or collabo-ratively and within teacher guidelines, create and notate a melody to convey ex-tra-musical ideas such as a ballad or story, using audio recording, graphic notation, or standard notation as appropriate. Create a simple accompani-ment for the work.
Using specific guidelines students will create a melody to portray a ballad or a story
Visual and aural assessmentComposition RubricSelf assessment
Follow specific guidelinesComposeNotating skillsTeamwork
Staff paperMusic softwareVisuals of notation and Poem to be notatedComputer software or websiteAudio Equipment
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
4.4.3 Plan a short composition with a given form using vari-ous pitched, non-pitched, and elec-tronic sound sources. Perform as an ensem-ble with a student conductor.
.
Using a nursery rhyme students will compose a short piece to share with class-mates
Aural assessmentSelf assessmentPeer assessmentComposition Rubric
Awareness of formConducting skillsTeamwork
Various classroom Instruments and/or electronic sound sourcesStaff paperMusic software
4.4.4 Arrange a melody and accompaniment for various vocal or instrumental sounds using available electronic sources.
Compose a short piece Showing melody and accompaniment to share with classmates
Aural assessmentSelf assessmentPeer assessment
Understanding of Melody and accompaniment
Electronic instruments
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 5
RESPONDING TO MUSIC: Reading, notating, and interpreting musicStudents read, write, and perform rhythms and melodies as found in notated music. They apply an expanded vocabulary of musical symbols and terms.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
4.5.1 Read, notate, and perform quarter, dotted quarter, eighth, half, dotted half, sixteenth, and whole notes, and quarter, half, and whole rests in duple and triple meters us-ing rhythm syllables.
4.RI.10 By the end of year, read and comprehend informational texts, including technical music texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Using rhythm instruments, clapping and/or recorders, students will be introduced to a higher level of rhythmic reading, understanding and performing.
Students will be introduced to duple and triple meter.
Visual and aural assessmentNotation rubricStudent sampling
Understanding of quarter, dotted quarter, eighth, half, dotted half, sixteenth, and whole notes, and quarter, half, and whole rests in duple and triple meters
Rhythm scoresClassroom instruments
4.5.2 Identify and no-tate patterns from au-ral examples.
.
Teacher will clap or play rhythm patterns for student notation.
Notation rubricPeer assessment
Understanding of quarter, dotted quarter, eighth, half, dotted half, sixteenth, and whole notes,
Visual note references
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
and quarter, half, and whole rests in duple and triple meters
4.5.3 Read and per-form songs from nota-tion and sight read new songs using ex-panded pitch ranges.
Students will sing a variety of songs.
Visual and aural assessment
Reading music Following a melodic linePerformance skills
Various music selections
4.5.4 Identify the mu-sical symbols for sharps, flats, and nat-urals. Identify the dia-tonic scale and the key signatures of C, G, and F major.
Through various selections of music, either vocal or instrumental, students will be introduced to the sharp, flat, and natural signs.Students will perform various pieces in diatonic and other indicated key signatures or vocally or instrumentally
Visual recognition of accidentalsAbility to identify the diatonic scale; and other key signatures indicated
Classroom visualsVocal or instrumental selections
.4.5.5 Identify and apply an expanded vocabulary of musical terms as found in notated music
4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Through the performance of various vocal or instrumental pieces students will identify and properly use a variety of musical terminology and vocabulary
Knowledge and proper usage of musical terms
Classroom visuals
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing musicStudents identify musical elements, forms, voices, and instruments from aural examples. They describe what they hear through movement, writing, and illustration.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
4.6.1 Describe tempo, dynamics, articula-tion, and rhythmic and melodic elements through movement, writing, or illustration, including how these elements might con-vey an expressive mood.
4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Listen to a selected piece of music and interpret the piece through movement or describe it through writing or illustration
Visual Assessment
Understand and use of terminologyAbility to interpret music terminology through various mediums
4.6.2 Identify and de-scribe AB, ABA, theme and variations, and rondo forms using movement and sym-bols.
4.RI.10 By the end of year, read and comprehend informational texts, including technical music texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed
In select classroom pieces students will identify theme and variation, rondo and other form
Visual assessmentClassroom discussion
Form in Music Classroom visuals
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
at the high end of the range.
4.6.3 Expand use of musical terms, instru-ment names, and styles, using word banks and other vo-cabulary activities.
4.RI.10 By the end of year, read and comprehend informational texts, including technical music texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Incorporate music terminology, instrument names, etc. in all classroom activities
Aural Assessment
Understand and use of terminology
Word wall
4.6.4 Establish a portfolio that documents understanding of musical experiences through writing samples, illustrations, and related media computer files
4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
b. Provide reasons that are supported by facts and details.
Students will write a reflection
Reflection RubricPeer Assessment
Writing a reflection
Student classroom foldersS.Q.U.I.L.T (Super quiet un-interrupted Listeing time)Various listening selectionsComposer of the Month
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
4.6.5 Identify mem-bers of string, brass, woodwind, and per-
4.W.8 Recall relevant information from experiences or gather relevant information
Instrument Family Unit
Rubric Understanding of family groupings
Instrument Family PacketInstrument Family Posters
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
cussion families and instruments associ-ated with various cul-tures.
from print and digital sources; take notes and categorize information, and provide a list of sources.
and correct namesAbility to identify Instruments by sight and name
Computer websites (DSO-Dallas Symphony Orchestra and SFO- San Francisco Symphony Orch.)
4.6.6 Classify singers according to vocal range and perfor-mance style.
Various singing examples of vocal ranges and Performances styles
Aural AssessmentPeer assessmentRubric
Understanding and ability to identify vocal ranges and performance styles
Various recordings
4.6.7 Demonstrate ap-propriate listening be-havior for various types of perfor-mances.
Classroom discussion of appropriate behavior at a performance.
Aural assessmentPeer assessmentSelf assessment
Listening and behavior skills
Attend various performances
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 7 RESPONDING TO MUSIC: Evaluating music and music performancesStudents express personal music preferences. They evaluate short compositions based on teacher guidelines, develop criteria for evaluating performances, and demonstrate appropriate behavior when performing.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
4.7.1 Explain personal preferences for spe-cific musical works and styles using ap-propriate terminology.
S. will be exposed to a variety of music and styles.Music vocabulary unitClass discussion
Aural assessmentPeer assessmentListening map
Ability to share and express personal preferences Music terminologyListening skills
S.Q.U.I.L.T.(Super quiet un-interrupted Listeing time)
4.7.2 Listen to and evaluate a short musi-cal composition or song using teacher guidelines. .
Listen to and discuss a variety of music
Aural assessment
Communicate and express ideasListening skills
A variety of listening selections
4.7.3 Establish and apply criteria for evaluating various
Classroom determines evaluation criteria for a performance
Visual assessmentPerformance rubric
Understand criteria used for evaluation of performances
Attend various performances
Self/Group
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
types of musical performances including personal efforts.
Performance
4.7.4 Identify and demonstrate appropri-ate behavior when performing music.
Classroom discussion of appropriate performance skillsClassroom rehearsal of performance skills
Visual assessmentStudent behavioral demonstration
Demonstrate performance skills and concert etiquette
Performance arenaPerformance material/music
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the artsStudents identify musical elements that relate to other disciplines and interpret aural examples through various means. They use music to describe literature and discover musical examples that support content of other disciplines.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
4.8.1 From a list of the elements of mu-sic, identify those that apply when viewing and discussing spe-cific works of art.
Classroom discussion and interpretation of various music elements that apply both to music and to the visual artsObserve and discuss various selections of Art from supplied pictures or field trip.
Aural assessmentPeer Assessment
Understand, define and use appropriate and specific terms that are applicable to multiple Art forms
4.8.2 Interpret aural musical examples us-ing dance, drama, art, or writing.
Students will listen to a selected piece of music and interpret it through a teacher prescribed medium
Visual AssessmentPeer AssessmentReflection rubric
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
4.8.3 Use classroom instruments to orches-trate an original piece of writing such as a description of a fa-vorite literary charac-ter or a paragraph about a given subject using descriptive words.
4.8.4 Sing songs to support learning in another discipline out-side the arts such as creating new verses for “Weevily Wheat” using additional multi-plication tables, or reading The Drinking Gourd by F.N. Monjo and learning the song, “Follow the Drinkin’ Gourd.”
4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Students will sign a variety of historical vocal selections
Students will sign and discuss “Follow The Drinking Gourd” and the hidden directions and meanings in the music.
Aural AssessmentPeer discussion
Understanding and knowledge of how music was used to convey information
Recording of F.T.D.G.
Other historical musical selections
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 9 RESPONDING TO MUSIC: Understanding music in relation to history and culture
Students investigate music related to Indiana history and understand connections to historical and cultural trends. They explore other contemporary and historical cultures through musical examples and learn of music and musicians in their own community.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
4.9.1 Explore and per-form music associated with historical periods, events, and move-ments in Indiana such as music of specific American Indian tribes, songs of the Civil War, or songs of the Underground Rail-road.
Students will listen to examples, sing songs and perform dances related to American Indian Tribes, the Civil War and the Underground Railroad
Visual and aural assessmentRubric
Understanding and awareness of how music was used historically.
Folk Dances
Folk MusicFolk DancesExamples of American Indian MusicMusic from the Civil War EraRecordings
4.9.2 Learn “play-party” and singing games of the pioneers
Sing songs and learn “play-party” games.
Discuss uses of
Visual and aural assessment
Understanding the life a pioneer
Folk Dances and play party games
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
in Indiana and relate them to the culture and life style of the period.
songs and “play-parties” in a pioneer’s life
Students will be able to describe a “play-party”.
4.9.3 Identify and ex-perience music of renowned musicians throughout Indiana history.
Research and discuss Indiana musicians and composers
Student power point presentations of leading Indiana composers and composers.
Rubric
Class presentation
Self Assessment
Peer Assessment
Awareness of various Indiana musicians
Music of Indiana musicians Materials needed for power point presentations
4.9.4 Explore music of other cultures through live or recorded au-thentic performances and the role of music and musicians related to the cultures and times.
Listen to or experience music of other cultures.
Classroom discussion on the role of various music and musicians and their historical value and affect.
Research the lives of famous composers
Power Point presentations
Aural assessment
Group discussion
Rubric
Peer Assessment
Understanding and awareness of music and musicians of other times and cultures
Class presentation
Various recordings.
Web research
Materials needed for power point presentations
4.9.5 Investigate and write about commu-nity musicians and at-tend live perfor-
Research local musicians.
Classroom/school performances by
Aural and visual assessment
Awareness of local artists and musicians
Concert skills
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
mances when possi-ble.
community musicians
Grade FiveStandard 1 PERFORMING MUSIC: Singing alone and with others Students sing a variety of music expressively with attention to breath control, pitch, tone quality, diction, and posture. They sing partner songs, rounds, and two-songs, and they follow the directions of a conductor.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
5.1.1 Sing indepen-dently and in ensem-bles maintaining good breath control, pitch, diction, tone quality, and posture.
Through a simple variety of vocal warm-ups, rounds, canon, and simple songs, etc. students will learn correct breath control, pitch, diction, tone quality and singing posture.
Aural assessment
Correct breath control, pitch, diction, tone quality and singing posture.
A variety of warm-ups
Songs
5.1.2 Sing expressively with attention to dynamics, phrasing, and articulation.
Sing a variety of songs with attention given to dynamics and phrasing.
Aural assessment
How to sing expressively.
Variety of songs
5.1.3 Sing a varied repertoire of songs
5.RI.2 Determine two or more main ideas of a
Through the use of various musical
Aural assessment
-Knowledge of other cultures
Variety of songsMIOSM materials
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
with sensitivity to di-verse cultures, accu-rate use of languages, and appropriate movement..
text and explain how they are supported by key details; summarize the text.
5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
selections, students will sing songs with sensitivity to diverse cultures, accurate use of languages, and movement where appropriate
Visual assessmentMIOSM concert
-Knowledge and accuracy of other languages
5.1.4 Sing unison and two-part songs, partner songs, and rounds, a cappella and with varied accompaniment.
Students will sing unison, two-part songs, partner songs, and rounds, a cappella and with varied accompaniment through the medium of classroom songs, games, and activities. Students will hold all parts securely.
Aural AssessmentPartner songs
-confidence-listening skills-independent singing
Variety of songs, rounds, partner songs, activities, and games
5.1.5 Follow the cues of a conductor.
.
Students will learn to follow the cues of a conductor in the classroom and in a performance.
Aural and visual assessment
Performance skills
Songs
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 2 PERFORMING MUSIC: Playing an instrument alone and with others Students play melodic, harmonic, and rhythmic parts independently or in ensembles with correct technique, steady tempo, and appropriate style and dynamics. They follow the directions of a conductor.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
5.2.1 Play melodic, rhythmic, and chordal patterns by rote and by reading
Students will echo melodic, rhythmic and chordal patterns by way of clapping, recorders, or other classroom instruments. Students will use rhythm cards to practice and apply rhythm reading.Students will use recorder playing to practice and apply note reading.
Aural assessmentVisual assessmentWritten assessment-rubrics, worksheets
-listening skills-note reading-rhythm reading-musical terminology
Various classroom instruments
Recorders
5.2.2 Play pitched and Students will be learn and use
Visual assessment
Instrumental playing
Various musical selections
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
non-pitched percus-sion, keyboard, string, and wind instruments using correct tech-niques for producing sound.
correct technique for several classroom instruments through various musical selections
Aural assessment Student sampling
techniqueClassroom instruments
Orff materials
5.2.3 Play instruments independently or in a group to accompany singing.
Using rhythm instruments, Orff instruments, and/or recorders, students will play independently or in a group to accompany singing with a variety of classroom songs and activities.
Aural assessmentStudent samplingTeacher observation
-Instrumental playing technique-musical independence-listening skills-ability to follow cues of a conductor
Orff materials
Various instruments
5.2.4 Play melodies, accompaniments, and ensemble parts of var-ious styles and cul-tures expressively with correct rhythms, tempos, and dynam-ics.
Teacher will select a variety of cultural and stylistic songs for students to play on recorders and/or pitched instruments, paying attention to correct rhythm, tempo, and dynamics.
Student samplingAural assessmentVisual assessment
-knowledge of cultural music-listening skills-ability to follow cues of a conductor-recognition, definition, and application of musical terms
Cultural songs
Recorders
Various classroom instruments
5.2.5 Maintain an in-dependent part on an instrument in a group while following the cues of a conductor.
In daily class work and during performances, students will learn to follow the director’s musical cues while playing an independent part on
Visual assessment.
Performance skills
Classroom songs and activities
Orff materials
Various classroom instruments
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
an instrument.
Standard 3 CREATING MUSIC: Improvising melodies, variations, and accompanimentsStudents improvise rhythmic, melodic, and harmonic accompaniments. They create melodies for existing accompaniments and variations on familiar melodies. They invent short compositions independently and cooperatively.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
5.3.1 Improvise rhyth-mic, melodic, and har-monic accompani-ments to songs using pitched and non-pitched classroom in-struments and elec-tronic sound sources.
Using pitched and non-pitched classroom instruments, students will improvise rhythmic, harmonic, and melodic accompaniments to learned classroom songs
-Aural assessment-Student performance
-creativity-understanding of musical balance-musical independence
Various instruments
Classroom songs/games
5.3.2 Improvise melodic phrases to be
Students will improvise a melodic phrase to be sung or
-aural assessment-student
-creativity-
Classroom instrumentsClassroom
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
sung or played with an existing ostinato.
played with an existing classroom ostinato.
performance songs/games
5.3.3 Improvise melodic and rhythmic variations of learned songs by singing and using instruments.
Students will improvise melodic and rhythmic variations to a classroom song by use of voice or classroom instruments
-Aural assessment-student performance
-creativity Classroom instrumentsClassroom songs/games
5.3.4 Independently and cooperatively im-provise successive melodic phrases to create a song. 5.3.5 Improvise rhyth-mic and melodic phrases on a variety of instruments in re-sponse to a conduc-tor.
5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Working individually and in a group, students will improvise a melodic phrase to a given topic or concept. Individual phrases will be combined to create a song.
-Peer Assessment-Self Assessment-Aural Assessment
-Creativity-Teamwork-Ability to work within given guidelines
Pencil/paper or other writing source
5.3.6 Create musical answers in various styles to imitate the style of the questions demonstrated by the teacher.
Vocally or with classroom instruments, students will create musical answers in various styles to imitate questions demonstrated by the teacher keeping in mind dynamics,
Aural assessment
-Independent singing/playing-creativity-listening skills-recognition and application of musicality
Classroom instruments
Teacher guided “question”
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
tempos, and articulations.
Standard 4 CREATING MUSIC: Composing and arranging music within specified guidelinesStudents create and perform original speech compositions, melodies, and collaborative works within established guidelines.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
5.4.1 Plan and per-form rhythmic speech compositions with text based on themes such as names, states, or famous people. In-clude performance in-dicators such as tempo and dynamics.
5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Given a topic or concept, students will work independently and as a group to plan and perform a rhythmic speech composition with text.
Peer AssessmentSelf AssessmentAural AssessmentComposition Rubric
-Rhythm as it applies to speech-information on given topics-definition and application of tempo and dynamics-teamwork
Rubric
Planning materials
5.4.2 Plan and ar-range accompani-
Within teacher guidelines, students will plan and
Composition rubricAural
-composition Planning materials
Teacher guidelines
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
ments to given melodies within teacher guidelines.
arrange accompaniment on classroom instruments to given class melodies.
assessmentPeer and Self Assessments
Classroom instruments
5.4.3 Create a song in an appropriate meter to accompany an orig-inal descriptive text of at least four phrases.
In an appropriate meter, students will create a song to accompany an original descriptive text
Aural assessment
-knowledge of meter and rhythm
Original descriptive text
5.4.4 Collaboratively plan and perform a vocal or instrumental melody and accompa-niment within estab-lished guidelines.
Within established, teacher-given guidelines, students will collaboratively plan and perform a vocal or instrumental melody and accompaniment.
Student performance
-teamwork-following directions and guidelines-performance techniques
Planning materials
Various instruments
Classroom songs and materials
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 5
RESPONDING TO MUSIC: Reading, notating, and interpreting musicStudents read and perform music in specified meters and keys from a score. They write rhythms and pitches from aural examples.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
5.5.1 Read, notate, and perform quarter, dotted quarter, eighth, half, dotted half, sixteenth, and whole notes, and quarter, half, and whole rests in meters of 2/4, 3/4, 4/4, and 6/8.
Using rhythm instruments, clapping, and/or recorders, students will be introduced to a higher level of rhythmic reading, notating, and performing.
Students will be introduced to duple
Aural assessmentVisual assessmentStudent Sampling
Knowledge and application of quarter, dotted quarter, eighth, half, dotted half, sixteenth, and whole notes as well as quarter, half, and whole rests in both duple and triple
Recorders
Classroom instruments
Rhythm scores
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
and triple meters. meters
5.5.2 Identify and no-tate rhythms and melodies from aural examples.
.
Students will notate rhythmic and melodic patterns from a teacher sung/played sample.
Written assessmentNotation rubric
-listening skills-Knowledge and application of quarter, dotted quarter, eighth, half, dotted half, sixteenth, and whole notes as well as quarter, half, and whole rests in both duple and triple meters
Paper/pencil or other writing materials
Instruments
5.5.3 Read and per-form songs from nota-tion and sight read new songs from sim-ple musical scores.
Students will read and sing several songs within the classroom.
Visual assessmentAural assessment
-reading music-following musical notation-performance skills
Song materials
Musical scores
5.5.4 Read and perform music in the keys of C, G, and F major
Students will read and sing and play songs within the keys of C, G, and F major
Aural assessment -notation -knowledge of key signature
Musical scores
Example of staff
Writing materials
5.5.5 Read and notate scales and melodic lines in the treble clef, including ledger lines above and below the staff.
Using recorders and pitched classroom instruments, students will read, notate, and play scales and melodic lines in the treble clef, including
Written notation -notationAural assessment
Recorders
Classroom instruments
Staff example
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
ledger lines above and below the staff. Students will identify and notate notes in treble clef.
5.5.6 Identify and ap-ply terms and sym-bols found in musical scores.
5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Through the performance of various musical selections, students will be introduced to musical symbols and terms and will be able to apply them to other musical selections.
-Aural assessment -knowledge and-Visual assessment proper -Written assessment application of musical terms
Various musical songs and selections
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 6 RESPONDING TO MUSIC: Listening to, analyzing, and describing music
Students recognize, identify, and describe musical elements, styles, and representative works from various periods and cultures.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
5.6.1 Describe musi-cal elements including tonality, form, expres-sive qualities, and timbre through move-ment, writing, or illus-tration, including how these elements might convey an expressive mood.
Listen to musical selections and describe musical elements through movement, writing, or illustration.
Visual assessment
-understanding of musical terminology-ability to express and describe music through another medium
Stereo
Musical selection on CD or other electronic source
Writing materials
Art supplies
5.W.1 Write opinion pieces on topics or
Listen to musical selections and
Classroom discussion
-knowledge of music
Stereo
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
5.6.2 Identify and use appropriate terminol-ogy to describe vari-ous musical styles such as gospel, jazz, musical theater, folk, classical, and popular.
texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.
describe various styles through the use of appropriate music terminology.
terminology-communication and verbal description-listening skills
Musical selections on CD or other electronic source
5.6.3 Recognize stylis-tic characteristics of music from various cultures.
Students will listen to, recognize, and describe stylistic characteristics of music from various cultures.
Aural comparisonsClassroom discussion
-knowledge and recognition of stylistic characteristics from other cultures-communication-music terminology
Stereo
Cultural musical selections on CD or other electronic source
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
5.6.4 Recognize the works of representa-tive historic and con-temporary composers.
Various examples of historic and contemporary compositions and their composers
Aural assessmentWritten assessment
-listening skills-connecting musical traits to composers and eras
Stereo
Historical and contemporary musical selections on CD or other electronic source
5.6.5 Expand a portfo-lio that documents un-derstanding of musi-cal experiences through writing sam-ples, illustrations, and related media com-puter files
5.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as
Students will expand portfolio with written reflections and illustrations that showcase understanding of musical experiences.
-written assessment (rubric)-peer assessment
Writing Writing materials
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 7 RESPONDING TO MUSIC: Evaluating music and music performances.Students define characteristics of effective musical works and identify them in classroom music. They apply performance criteria when listening to or performing music and demonstrate appropriate performance behavior.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
5.7.1 Define charac-teristics of effective musical works such as melodic interest and use of repetition and contrast. Identify these characteristics in music heard or per-formed in the class-room. .
Students will discuss and define characteristics of effective musical works through list making and other means.Students will identify there characteristics when listening to various musical performances.
-aural assessmentVisual assessmentWritten evaluation (rubric)
-musical terminology-evaluative thinking skills
Writing materials
Musical selections on an electronic source
Stereo
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
5.7.2 Apply estab-lished criteria for ef-fective performance when listening to recorded music in the classroom or indepen-dently.
As a class, students with guidance from the teacher will design a rubric or and appropriate evaluative tool to rate a particular activity and quality in which music is performed.
Student evaluation
-teamwork-rubric knowledge-listening skills
Rubric graph
Writing materials
5.7.3 Apply estab-lished performance criteria to classroom activities.
As a class, students with guidance from the teacher will design a rubric or and appropriate evaluative tool to rate a particular activity and quality in which music is performed.
Student evaluation
-teamwork-rubric knowledge-listening skills
Rubric graph
Writing materials
5.7.4 Demonstrate ap-propriate behavior when performing mu-sic.
Classroom discussion of appropriate performance behavior.Practice and application of discussed behavior in daily classroom activities and at community performances.
-Visual assessment-Classroom discussion
ControlRespect
performance
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
Standard 8 RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the artsStudents discover interdisciplinary connections in specific music examples and activities. They recognize how music activities connect to life skills needed in many contexts.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
5.8.1 Based on musi-cal elements and lyrics of a selected song like “Johnny Has Gone for a Soldier,” discover and apply in-terdisciplinary con-nections such as lo-cating a related work of art, planning a sim-ple dance to commu-
5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key
Students will discover and apply interdisciplinary connections when listening and singing songs. Students will use many mediums to express and expand upon musical elements and lyrics of various historical and
Classroom discussionPeer assessmentAural assessmentVisual assessment
Understanding and demonstrating ways in which music can connect to other disciplines
Various classroom materials
Orff materials
Writing materials
Literature
Art supplies
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
nicate the mood of the song, improvising a brief dramatization, or writing a letter from Johnny including references to a partic-ular conflict in history and his point of view
details; summarize the text.
cultural selections.
5.8.2 Relate note val-ues and their divisions in music to mathe-matic symbols and al-gebraic equations such as less than (<), equal to (=), or greater than (>) and problems like x + ♪ = ♫.
Students will use known mathematical symbols in relation to known note values and be able to acknowledge the correspondence of the two disciplines.
Visual assessment
Understanding of note valueUnderstanding of mathematical terms and symbols
Writing materialsFlashcards
5.8.3 Identify the inte-gration of disciplines such as social studies, art, and geometry (measurement, diam-eter, and circumfer-ence) for a project such as making “poi balls” when studying Mäori music and dance.
Students will identify the integration of disciplines outside of music when applying them to a project within the music classroom.
Classroom discussion
Understanding and knowledge of the many connections music can have within disciplines outside of the arts.
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
5.8.4 Identify life skills developed in music studies and activities such as cooperation, effort, perseverance, and respect that transfer to other disci-plines and contexts.
Students will identify and recognize life skills developed within the classroom and through the use of various classroom activities.
Classroom discussion-Reflection rubrics
-drawing connections-Character Counts
Standard 9 RESPONDING TO MUSIC: Understanding music in relation to history and cultureStudents experience music of a variety of styles and genres associated with the United States and its history. They recognize roles of American musicians.
Music Academic Standard
Literacy Embedded Standard
Learning Activities
Assessment(s)
Knowledge/Skills
Materials/Notes
5.9.1 Investigate and perform music associ-ated with historical periods, individuals, events, and movements in the United States such as songs of the railroad, American heroes, the American Revolution, or a specific decade.
Students will learn and perform music associated with historical periods, individuals, events, and movements in the United States.
Class DiscussionVisual AssessmentAural assessment
History Various songsReading material to connect to songsCDsStereoDances
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
.
5.9.2 Listen to specific examples of program music that enhance understanding of American lifestyles and times such as Copland’s Hoedown or Appalachian Spring.
.
Students will listen to specific examples of program music that will enhance understanding of American lifestyles. Students will discuss and draw connections to today’s music and American lifestyles.
Class discussion
Listening skillsIdentificationVerbal descriptionDiscussion
Musical examplesSound and video clipsSupplemental reading materialStereo
5.9.3 Recognize and experience styles and genres of American music such as blues, jazz, and musical the-atre and identify their role in history and so-ciety. .
Students will listen to, recognize, and experience styles and genres of American music and be able to identify their role in history and society.
Class discussion
Listening skillsIdentificationDrawing connections
Musical examplesSound and video clipsSupplemental reading materialStereo
5.9.4 Explore and con-trast music of contem-porary American and various world cultures through live or recorded authentic performances. .
Students will listen to various musical examples of contemporary American music and that of other world cultures and be able to compare and contrast the music.
Class discussionVenn Diagram
Listening skillsDescription
Musical examplesSound and video clipsStereo
Jay School Corporation Elementary Music Curriculum Guide 2012-2018
5.9.5 Recognize vari-ous roles of musicians in American society. .
Students will recognize various roles of musicians in American society through discussion.
Class discussion
CommunicationDiscussionListening