Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. CCSS Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Alignment Rehearse P.5.K.1 P.5.1.1 P.5.2.1 P.5.3.1 P.5.4.1 CCRA.R.1, 2, Sing or play a variety Sing or play a variety of Sing or play a variety Sing or play a variety of Sing or play using a 3, 4, 5, 7 of simple songs, using simple songs alone and of simple songs alone simple songs alone and variety of simple songs CCRA.SL.1, 4, iconic notation with others, containing and with others, with others, containing alone and with others, 5 level-appropriate containing level-appropriate containing loud, soft expressive elements and appropriate expressive expressive elements appropriate expressive sound, silence elements of music elements and and elements of music elements and elements of steady beat elements of music music cumulative songs change in dynamic call and response levels four sixteenth notes, duple meter triplets duple meter crescendo dynamic levels more complex forte (f), dynamic levels decrescendo melodic patterns piano (p) forte (f) dotted half note (e.g., piano (p) fast, slow duple meter steps, half note and half melodic patterns more complex skips, leaps, rest (e.g., sol-mi/5-3, melodic patterns repeating pitch) melodic patterns (e.g., sol-mi-la-do- variety of tempi (e.g., sol-mi-la/5- re/5-3-6-1-2, steps, steady beat changes 3-6, steps, skips, skips, leaps, triple meter (e.g., accelerando, repeating tones) repeating pitch) whole note, whole ritardando) triple meter rounds rest, quarter note, triple meter quarter rest, paired variety of tempi eighth note (e.g., allegro, adagio)
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment Rehearse P.5.K.1 Sing or play a variety of simple songs, using iconic notation loud, soft sound, silence steady beat P.5.1.1 Sing or play a variety of simple songs alone and with others, containing level-appropriate expressive elements and elements of music cumulative songs duple meter dynamic levels forte (f), piano (p) fast, slow melodic patterns (e.g., sol-mi/5-3, steady beat triple meter whole note, whole rest, quarter note, quarter rest, paired eighth note P.5.2.1 Sing or play a variety of simple songs alone and with others, containing expressive elements and elements of music call and response duple meter dynamic levels forte (f) piano (p) half note and half rest melodic patterns (e.g., sol-mi-la/5- 3-6, steps, skips, repeating tones) triple meter P.5.3.1 Sing or play a variety of simple songs alone and with others, containing level-appropriate expressive elements and elements of music change in dynamic levels crescendo decrescendo dotted half note duple meter more complex melodic patterns (e.g., sol-mi-la-do- re/5-3-6-1-2, steps, skips, leaps, repeating pitch) rounds triple meter variety of tempi (e.g., allegro, adagio) P.5.4.1 Sing or play using a variety of simple songs alone and with others, containing expressive elements and elements of music four sixteenth notes, triplets more complex melodic patterns (e.g., steps, skips, leaps, repeating pitch) variety of tempi changes (e.g., accelerando, ritardando) CCRA.R.1, 2, 3, 4, 5, 7 CCRA.SL.1, 4, 5 appropriate appropriate
GeneralMusicK_8Revised2014.docx