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Curriculum Map

Page history last edited by Sami Sue 10 years, 3 months ago
Kindergarten Music Benchmarks
First Quarter
M1.1.            Students will hear and feel the difference in speaking and singing voices.  
M.1.2.            Students will echo music sung and/or played by the teacher. 
M.1.3.            Students will perform simple instrumental and/or vocal music using body signs/movement.  
M.2.6.            Students will improvise movement to simple songs and instrumental pieces. 
M.3.1.            Students will experience duration of sound (notes) and silence (rests) in relation to steady beats by performing alone  and with others. 
M.3.2.            Students will experience simple meters by body movements and singing. 
M.3.3.           Students will recognize up, down, and same melodic direction.  
M.3.4.           Students will experience and build a repertoire of sing material by using or singing simple meter, tempo and intensity. 
M.4.1.          Students will experience simple phrases of music that are the same, similar, and different by walking, skipping and running. 
M.4.2.          Students will listen to and identify sections of music as same or different by identifying up, down, same or different. 
M.5.4.         Students will sing and/or play songs as well as musical games form diverse cultures.
 
Second Quarter
M.1.4        Students will sing or play music form America and other cultures. 
M.2.5.       Students will create and arrange music to accompany selections from instruments and vocal sounds. 
M.5.2.       Students will experience patriotic music of the United States; such as “Yankee Doodle” and the music of American composers.
M.5.6.        Students will experience the connections between music and the other arts.
 
Third Quarter
M.1.6.          Students will sing or play in a group responding to a conductor in classroom and program settings. Include intros, starting and stopping together and
                     watching the teacher/conductor.  
M.4.3.            Students will listen to and describe simple music and music performances.
M.4.4.            Students will identify instruments and adult male, female, and children’s voices.
M.5.1.            Students will experience folk music of the United States.
M.5.5.            Students will experience sound (tone color) as it relates to environmental and natural sounds using simple melody songs.
 
Fourth Quarter
M.2.1.            Students will create/compose short rhythmic and melodic answers to questions sung or played by the teacher.
M.2.2.           Students will improvise simple and brief rhythmic and melodic patterns
M.2.3.           Students will recognize simple rhythmic or melodic patterns such as one eighth note, two eighth notes, quarter note, half note, dotted half note, and whole note.
M.2.4.            Students will improvise simple melodies and rhythms using a variety of simple two-part sound patterns.
M.5.3.            Students will experience music from various time periods, composers, and cultures.
 
First Grade Music Benchmarks
First Quarter
M.1.1. Students will demonstrate an understanding of the difference in speaking and singing voices by singing songs and playing games.
M.1.2.            Students will            echo music using correct pitches, rhythms, dynamics, and phrasing and explore vocal sounds.
M.1.3.            Students will perform and identify instrumental and vocal music by reproducing new pitches, body movements and hand signs.
M.2.6.            Students will improvise movement to simple songs or instrumental pieces.
M.3.1.            Students will recognize and demonstrate an understanding of duration of sound (notes) and silence (rests) in relation to steady beats with increasing difficulty.
M.3.2.            Students will experience duple and triple meters by singing, playing and moving.
M.3.3.            Students will recognize melodic direction using notation, hand signs, and pictures.
M.3.4.            Students will begin to identify and interpret signs, symbols, and terms relating to pitch, rhythm, dynamics, tempo, and articulation.
M.4.1.            Students will identify phrases and sections of music that are the same, similar, and different.
M.4.2.            Students will listen to and identify sections of music as same or different, using simple forms.
M.5.4. Students will sing and play songs as well as play musical games from diverse cultures.
 
Second Quarter
M.1.4. Students will sing or play music of increasing difficulty form a variety of cultures, genres, and styles, including those from America and other countries.
M.1.5.            Students will sing rounds and partner songs and/or play simple ostinati.
M.2.5.            Students will create music to accompany selections from children’s.
M.5.2.            Students will experience patriotic sings of the United States, such as “Battle Hymn of the Republic” and music of the American composers.
M.5.6.            Students will identify connections between music and the other arts, including similar terms, historical periods, and styles.
 
Third Quarter
M.1.6. Students will sing and/or play in groups responding to a conductor in classroom and performance settings emphasizing blending and matching loud and soft as well as singing correct pitch.
M.4.3.            Students will listen to music and music performances and describe them expressing mood or movement.
M.4.4.            Students will identify instrument families and a larger variety of individual instruments within the families (woodwind, brass, strings, or percussion) and recognize adult male, adult female, and children’s voices.
M.5.1.            Students will experience folk music of Arkansas and the United States.
M.5.5.            Students will experience musical activities that correlate with other disciplines, such as reading.
 
Fourth Quarter
M.2.1.            Students will compose/create short rhythmic and melodic patterns by using 4/4 time, quarter notes.
M.2.2.            Students will improvise simple and brief rhythmic and melodic ostinato (recurring patterns) by using 4-beat patterns.
M.2.3.            Students will create and repeat simple rhythmic and melodic variations.
M.2.4.            Students will improvise simple melodies and rhythms using a variety of musical and environmental sounds.
M.5.3.            Students will experience music from style periods, composers and cultures with increasing difficulty.
 
 
  
 
 
Second Grade Music Benchmarks
First Quarter
M.1.1.            Students will continue to demonstrate an understanding of the difference in speaking and singing voices by singing songs and playing games.
M.1.2.            Students will continue to echo vocally and/or instrumentally rhythm, pitch dynamics, and phrasing with increasing accuracy.
M.1.3.            Students will perform instrumental and vocal music with accuracy demonstrating pitch, tempo, rhythm, phrasing and dynamics.
M.2.6.            Students will improvise movement to dramatize songs or instrumental pieces.
M.3.1.            Students will recognize and demonstrate an understanding of duration of sound (notes) and silence (rests) in relation to steady beats with increasing difficulty including 2 and 4 beat song material.
M.3.2.            Students will recognize duple and triple meters with increasing difficulty by demonstrating an understanding of strong and weak beat and conducting music in 2.
M.3.3.            Students will continue to recognize melodic direction using notation to read music.
M.3.4.            Students will continue to identify and interpret signs (treble clef, bass clef…) symbols (fermata, coda…) and terms relating to pitch, rhythm, dynamics, tempo and articulation.
M.4.1.            Students will identify phrases and sections of music using AB/ABA form that are the same, similar or different.
M.4.2.            Students will experience and identify music forms AB and ABA by singing and playing instruments.
M.5.4.            Students will sing/play songs and play musical games from diverse cultures.
 
Second Quarter
M.1.4.            Students will sing or play music from diverse cultures, genres, and styles by performing a variety of sings on classroom instruments.
M.1.5.            Students will sing or play more challenging rounds, ositnati, and partner songs.
M.2.5.            Students will create and arrange music to accompany selections from a story, poem or book.
M.5.2.            Students will experience patriotic songs of the United States and music by American composers, such as “This Land is your Land” and marches by John Philip Sousa.
M.5.6. Students will experience connections between music and the other arts, including similar terms, historical periods and styles, emphasizing form (AB,ABA), repetition and contrast and comparison.
 
Third Quarter
M.1.6. Students will sing and play in groups blending timbres, matching dynamic levels, and responding to the cues of a conductor in formal and/or informal performances.
M.4.3. Students will describe music and music performances after listening to examples expressing mood.
M.4.4.            Students will identify by sight and sound instrument families and individual instruments within the families and recognize adult male, adult female and children’s voices.
M.5.1.            Students will experience the Arkansas state songs and folk music of Arkansas and the United States of increasing difficulty.
M.5.5.            Students will experience musical activities that correlate with other disciplines, such as reading and mathematics.
 
Fourth Quarter
M.2.1.            Students will compose/create short rhythmic and melodic patterns adding more challenging rhythms.
M.2.2.            Students will improvise simple rhythmic and melodic ostinato patterns by singing, hand clapping and performing on unpitched or body instruments.
M.2.3.            Students will improvise simple rhythmic and melodic variations on familiar melodies or a given pentatonic scale by using pitched instruments.
M.2.4.            Students will improvise simple melodies and rhythms using a variety of sounds, including environmental sounds.
M.5.3.            Students will experience music of increasing difficulty from various periods, composers and cultures.
 
 
  
 
 
Third Grade Music Benchmarks
First Quarter
M.1.1.            Students will continue to demonstrate an understanding of the difference in speaking and singing voices by emphasizing expression.
M.1.2.            Students will continue to echo vocally and /or instrumentally rhythm, pitch, dynamics, and phrasing with increasing complexity and accuracy using notations such as eighth and sixteenth notes and rests.
M.1.3.            Students will perform instrumental and vocal music with increasing accuracy demonstrating pitch, tempo, rhythm, phrasing and dynamics and suing the pentatonic scale.
M.2.6.            Students will improvise movement to sings or instrumental pieces, increasing the difficulty of the music.
M.3.1. Students will recognize and demonstrate an understanding of duration of sound (notes) and silence (rests) in relation to steady beats with increasing difficulty, using syncopation and other more complex rhythms.
M.3.2.            Students will read simple (2,3,4) meter signatures and write music patterns.
M.3.3.            Students will begin to use a system (syllables, numbers, or letters) to read pitch notation in the treble clef in major keys.
M.3.4.            Students will identify and correctly interpret signs (treble and bass clefs…), symbols (fermata, coda…) and terms relating to pitch, rhythm, dynamics, tempo, and articulation, adding repeats, D.S., D.C., and coda.
M.4.1.            Students will identify phrases and sections of music that are the same, similar , or different, using new and more complex songs.
M.4.2.            Students will identify music forms AB and ABA and experience theme and variations
M.5.4.            Students will sing/play songs and play musical games from diverse cultures.
 
Second Quarter
M.1.4.            Students will sing or play music from diverse cultures, genres, and styles and create instrumental accompaniments to folk songs and dances.
M.1.5.            Students will sing or play rounds, ostinati, and add partner songs of increasing difficulty.
M.2.5.            Students will create and arrange music to accompany selections from children’s literature such as books, poems or readings.
M.5.2.            Students will experience patriotic songs (such as “America, the Beautiful”) of the United States and music by American composers.
M.5.6.            Students will identify connections between music and the other arts, including similar terms, historical periods, and styles, form and expression.
 
Third Quarter
M.1.6. Students will sing solos or in groups such as duets or trios and play in groups, blending timbres, matching and varying dynamic levels, and responding to the cues of a conductor in formal and /or informal settings.
M.4.3.            Students will listen to music and music performances and use form, tempo and dynamics to describe them.
M.4.4.            Students will identify instrument families and individual instruments within the families and recognize adult male, adult female, and children’s voices in band, orchestra, jazz and classical music.
M.5.1.            Students will experience the Arkansas state songs and folk music of Arkansas and the United States adding more difficult music.
M.5.5.            Students will experience musical activities that correlate with other disciplines, such as reading science and mathematics.
 
Fourth Quarter
M.2.1.            Students will compose/create short rhythmic and melodic patterns using eighth and sixteenth notes and rests.
M.2.2.            Students will create and perform simple rhythmic and melodic ostinato patterns to accompany their singing.
M.2.3.            Students will improvise simple rhythmic and melodic variations on familiar melodies or a given pentatonic scale, using various percussion instruments.
M.2.4.            Students will improvise melodies and rhythms using a variety of sounds from traditional and non-traditional sources.
M.5.3.            Students will identify music from various periods, composers and cultures including Impressionism and Classical.
 
 
 
Fourth Grade Music Benchmarks
First Quarter
M.1.1.            Students will continue to demonstrate an understanding of the difference in speaking and singing voices by the difference in speaking and singing voices by recognizing small groups and blending of sounds.
M.1.2.            Students will continue to echo vocally and/or instrumentally rhythm, pitch, dynamics, and phrasing with increasing complexity and accuracy.
M.1.3.            Students will perform instrumental and vocal music with increasing accuracy demonstrating pitch, tempo, rhythm, phrasing and dynamics.
M.2.6.            Students will improvise movement to songs or instrumental pieces of increasing difficulty.
M.3.1.            Students will recognize, correctly name, and count note and rest values of whole, half, quarter, eighth, sixteenth, and dotted notes.
M.3.2.            Students will correctly read simple meter signatures, adding meters in 5.
M.3.3.            Students will use a system (syllables, numbers, or letters) to read pitch notation in the treble clef in major keys.
M.3.4.            Students will identify and correctly interpret signs (treble clef, bass clef…) symbols (fermata, coda…) and terms relating to pitch, rhythm, dynamics, tempo and articulation by adding tie, slur, phrase, articulation, cut time and common time.
M.4.1.            Students will continue to identify, but with increased difficulty, phrases and sections of music that are the same, similar or different.
M.4.2. Students will identify music forms AB, ABA, Rondo and theme and variation.
M.5.4.            Students will sing/play songs and play musical games from diverse cultures.
 
Second Quarter
M.1.4. Students will sing or play music from diverse cultures, genres, and styles, using classroom Orff instruments, recorder…
M.1.5.            Students will sing and play rounds,ostinati, and partner songs of increasing difficulty and adding 2-part sections.
M.2.5.            Students will create and arrange music to accompany selections from children’s literature, using reading and dramatizations.
M.5.2.            Students will experience patriotic songs of the United States (such as “star Spangled Banner” and “This is My Country”) and music of American composers.
M.5.6.            Students will identify connections between music and the other arts, including similar terms, historical periods, and styles (form, line/contour, pattern, contrast and sequence).
 
Third Quarter
M.1.6. Students will sing and play in groups, adding 2-part harmonies and blending timbres, matching dynamic levels, and responding to the cues of a conductor in formal and/or informal settings.
M.4.3.            Students will listen to music and music performances and describe them in terms of tempo, dynamics, single form, and instruments and compare performances.
M.4.4.            Students will identify instrument families and individual instruments by sight and sound within the families and recognize adult male, adult female and children’s voices.
M.5.1.            Students will experience the Arkansas state songs (such as “Arkansas Traveler and “Oh, Arkansas”) and folk music of Arkansas and the United States.
M.5.5.            Students will experience musical activities that correlate with other disciplines, such as reading and social studies.
M.5.5.a. Begin incorporating the 12 Powerful Words.
 
Fourth Quarter
M.2.1.            Students will compose/create short rhythmic and melodic patterns using more complex rhythms in 8-beat groupings.
M.2.2.            Students will improvise simple rhythmic and melodic ostinato using 2-measure patterns.
M.2.3.            Students will improvise simple rhythmic and melodic variations on familiar melodies or a given pentatonic scale by using theme and variations as a model.
M.2.4.            Students will improvise melodies and rhythms using a variety of sounds and classroom instruments.
M.5.3.            Students will identify music from various periods (such as Baroque and Romantic), composers and cultures.
 
 
 
 
  
Fifth Grade Music Benchmarks
First Quarter
M.1.1.            Student will sing and or play a musical instrument emphasizing musical skills: breathing, singing, range, posture, instrumental technique, voice changes…etc.
M.4.3.            Students will compare similarities and differences in two or more styles of music.
M.5.2.            Students will recognize that musical development is a continuum influenced by American/World history and technological events, such as phonograph, tape recorder, compact disk, computers and software.
M.5.3.            Students will recognize that events in society and music are interrelated by comparing historical and social events.
 
Second Quarter
M.4.1.            Students will evaluate musical performances by listening for wrong pitches, rhythms, balance, volume, phrasing…etc.
M.4.2.            Students will evaluate a musical composition using appropriate timbre, forms of AB, ABA, theme and variations and textures of two and three part harmony.
M.5.4.            Students will demonstrate ways music and other disciplines are integrated, such as science, mathematics and language arts.
 
Third Quarter
M.1.2.            Students will sing and /or play music of varied genres and styles exercising expression, interpretation, and phrasing by performing music in small groups in two or more parts, emphasizing technique, proper diction, etc…
M.1.3.            Students will perform music until mastered in two or more parts, emphasizing partner sings, rounds, adding obligato, descants and countermelodies.
M.2.1.            Students will improvise simple melodies and/or accompaniments and compose short pieces using classroom instruments.
M2.2. Students will create and arrange rhythmic and melodic phrases within a specified melodic range and multiple rhythms.
M.5.1.            Students will identify common elements between music and the other fine arts, such as visual art or dance.
M.5.1.a. Begin incorporating the 12 Powerful Words.
 
Fourth Quarter
M.2.3.            Students will explore the role of technology in the creation/composition of music by listening to or performing on electric instruments.
M.3.1.            Students will read and notate simple and compound meters using a variety of rhythms, pitches, and dynamics using standard symbols and terminology.
M.3.2.            Students will use technology, such as software, to develop reading and notating skills.
M.3.3.            Students will sight-read music in treble and bass and/or other clefs in various keys and meters by clapping rhythms and correlating numbers and /or solfege syllables to major scales.
M.5.5.            Students will incorporate computer and audio technology to distinguish ways in which music relates to diverse cultures, societies, historical events, and the other arts and disciplines.
 
 
 
 
Sixth Grade Music Benchmarks
First Quarter
M.1.1.            Students will sing and /or play a musical instrument accurately with correct fundamentals and techniques as developmentally appropriate, singing and playing throughout teacher directed ranges and music written in multiple parts.
M.4.3.            Students will compare and contrast two or more styles of music, noting style, form, tempo and rhythm.
M.5.2.            Students will recognize that musical development is influenced by historical and technological events.
M.5.3.            Students will recognize that events in society and music are interrelated.
 
Second Quarter
M.4.1.            Students will evaluate musical performances by listening for wrong pitches, rhythms, balance, volume, phrasing…etc.
M.4.2.            Students will evaluate a musical composition in terms of form, texture, tempo and volume.
M.5.4.            Students will demonstrate ways music and other disciplines are integrated using sound effects to enhance poetry, rhythm related to math and pitch to the science of sound..
 
Third Quarter
M.1.2.            Students will sing and /or play music of varied genres and styles with appropriate expression, interpretation, and phrasing, emphasizing expanded ranges in multiple parts..
M.1.3.            Students will perform music at appropriate levels of difficulty
 in multiple parts, adding obligato, descants and countermelodies.
M.2.1.            Students will improvise simple melodies and/or accompaniments and compose short pieces using echo clapping, melodic and rhythmic answers to musical questions, and short melodies in I, IV, and V chord progressions.
M2.2. Students will create and arrange rhythmic and melodic phrases in multiple parts adding obligato, descants, countermelodies, and rondo forms.
M.5.1.            Students will identify commonalities between music and the other fine arts by comparing rhythm from music to a dance segment.
M.5.1.a. Begin incorporating the 12 Powerful Words.
 
Fourth Quarter
M.2.3.            Students will perform music using electronic keyboards and other technology in multiple parts.
M.3.1.            Students will read, notate and perform a variety of music.
M.3.2.            Students will use music software, to develop more complex reading and notating skills.
M.3.3.            Students will sight-read music in treble and/or other clefs in using solfege or numbers and more complex rhythms.
 
M.5.5.            Students will incorporate computer technology to distinguish ways in which music relates to diverse cultures, societies, historical events, and the other arts and disciplines.
 
 
 
 

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