Movement

Folk dance
Performs teacher
directed movement
activities, song
gestures and
finger plays
Folk dance steps:
Circle left and right
and in and out
Folk dance steps:
right and Left Hand
Star and Bow
Folk dance steps:
swing partner, do-si-
do, heel kick
performs line and
contra dances
folk and popular
dances including
double circle
dances
Laban
Experience all
Laban elements:
flow (bound/free),
weight
(heavy/light),
space
(open/closed,
high/low,
direct/indirect),
time (fast/slow)
Continue flow, weight,
space, time
experience. Respond
to music using Laban
elements.
Continue flow,
weight, space,
time.
Independently
discern
appropriate
movement for
different music.
Continue flow,
weight, space, time.
Independently
discern appropriate
movement for
different music.
Continue flow,
weight, space,
time. Students
apply Laban
elements to create
dances.
Continue flow,
weight, space,
time. Students
apply Laban
elements to create
dances.
Rhythm
Patterns
Informal (echoing,
exploring
improvisation)
Repeats rhythm
patterns without
syllables. Aural/Oral
skill level. Moving to
Verbal Association by
the end of the year.
Repeats rhythm
patterns with
syllables. Verbal
Association skill
level. Macro/Micro
patterns and
Division/Elongation
patterns.
Creates rhythm
patterns without
syllables. Continue
Division/Elongation
patterns and
echoing patterns
with syllables.
Creates with
syllables by the end
of the year.
Creates tonal
patterns with
syllables. Partial
Synthesis Level of
learning.
Determine meter
of patterns
presented without
syllables.
Compose rhythm
patterns. Associate
syllables to A/O
patterns. Symbolic
association level of
learning. Read and
write audiated
patterns.
Beat
Competency
Continuous fluid
motion
Hears and reponds to
steady beat in various
meters
Hears and reponds
to steady beat in
various meters
simultaneous macro
and micro beats
hears and
responds to music
in mixed and (odd)
unusual meters
hears and
responds to music
in mixed and (odd)
unusual meters
Tonal Patterns
Informal
Repeats tonal
patterns without
syllables. Aural/ Oral
level of learning.
Echoing first pitch and
resting tone. Neutral
syllable improvisation
in major and minor.
Performs tonal
patterns with
syllables. Verbal
association level of
learning. Resting
tone, first pitch and
label tonic and
dominant in major
and minor.
Creates tonal
patterns without
syllables. Echoing
patterns with
syllables. Create
with syllables by the
end of the year.
Introduce
subdominant
patterns in
classroom activities.
creates tonal
patterns with
syllables. Verbal
association. Partial
Synthesis in major
and minor.
Students name the
tonality after
hearing series of
patterns with
neutral syllables.
compose tonal and
melodic patterns
creates tonal
patterns with
syllables. Verbal
association. Partial
Synthesis in major
and minor.
Students name the
tonality after
hearing series of
patterns with
neutral syllables.
Kindergarten First Second Third Fourth Fifth Young
5s
Harmonic
Function
Tonal Center
(resting tone)
Tonal Center (resting
tone)
Tonic/Dominant
basslines in major
and minor
Tonic/Dominant
basslines in major
and minor
Singing
Technique
Experimenting with
different vocal
sounds
Finding Head voice Sit tall with good
singing posture
Breathing focus:
breate deep with
shoulders down
vocal placement:
resonating and
vibrating your face,
head and create
space
applies all vocal
placement
knowledge to
classroom singing
Skill
Unison singing Tonic ostinato Performs chord
roots/basslines
Performs partner
songs
performs more
complex ostinatos
and chord roots
Performs canons
and rounds
Analyzing
Style
Identifies high/low,
loud/soft, fast/slow
Use proper
terminology to identify
various styles of
music (forte/piano,
largo/vivace)
Use proper
terminology to
identify various
styles of music
(mezzo
piano/mezzo forte,
andante/allegro)
Use proper
terminology to
identify various
styles of music
(crescendo/decrescendo,
staccato/legato)
Form
Identifies contrasting
sections of music
Identifies AB and
ABA form in
obvious
contrasting
examples
Identifies phrases in
musical passages
Identifies rondo
form
Identifies theme
and variations
Score Study
Works
cooperatively and
independently
while exploring
laungage, music,
and musical
elements
follows notes left to
right and top to
bottom
reads songs and
patterns from music
notation
identify staff
barline, double
barline, treble clef,
line note, space
note, meter
signature and
breath marks
identify staff
barline, double
barline, treble clef,
line note, space
note, meter
signature and
breath marks,
dynamic markings
Vocabulary
Beat/Flow Macrobeat/Microbeat
Kindergarten First Second Third Fourth Fifth Young
5s
Instruments
Performance
identifies and
experiments with a
variety of
classroom
instruments
experiments with
tonal and rhythmic
skills while playing
classroom
instruments
performs simple
tonal and rhythmic
accompaniments
on classroom
instruments
plays instrumental
accompaniments
performs selected
tunes, tonal,
rhythm, and
melodic patterns
on the recorder
Performs
compositions on
classroom
instruments
Identification
classroom
instruments
metals, woods,
skins
name various
classroom instrumets
(???)
name various
other classroom
instruments (???)
include some
exposure to
orchestral/ band
instruments
recognizes the
sound of various
orchestral and band
instruments
identify four
families of
instruments
identifies
orchestral
instruments by
sound and sight
Technique Rhythm stick
activites as
readiness, explore
tonebar inst.
holding mallets,
tremelo, macro
ostinati
parallel bordun alternating bordun plays recorder with
staccato and
legato articulation
and forte and
piano dynamics.
Tonebar cross
over patterns
Chordal patterns,
melodies
Kindergarten First Second Third Fourth Fifth Young
5s