elementary music vertical alignment · elementary music vertical alignment k-1.c identify the...

ELEMENTARY MUSIC VERTICAL ALIGNMENT

KINDER. 1ST GRADE 2ND GRADE 3RD GRADE 4TH GRADE 5TH GRADE

K-1.A Identify the differences between the five voices, including singing, speaking, inner, whispering, and calling voices; musical performances.

1-1.A Identify the known five voices and adult/children singing voices.

2-1.A Identify choral voices, including unison versus ensemble.

3-1.A Categorize and explain a variety of musical sounds, including those of children and adult voices.

4-1.A Categorize and explain a variety of musical sounds, including those of children's voices and soprano and alto adult voices.

5-1.A Distinguish among a variety of musical timbres, including those of children's voices and soprano, alto, tenor, and bass adult voices.

Voices: 5 Voices: Singing, speaking, inner, whispering, calling.

Voices: 5 voices, adult/children singing voices.

Voices: Choral, unison (2 or more voices playing the same pitches at the same time) vs. ensemble.

Voices: Children and adult.

Voices: Children, soprano, alto.

Voices: Children, SATB

I can identify the 5 voices.

I can identify the 5 voices. I can tell the difference between children and adult singing voices.

I can tell the difference between unison and ensemble singing.

I can tell the difference between children and adult singing.

I can identify soprano and alto voices.

I can identify tenor and bass voices.

K-1.B Identify the timbre of adult and child singing voices

Voices: Adult vs. children singing

I can tell when an adult or a child is singing.


K-1.C Identify the timbre of instrument families.

1-1.B Identify visually and aurally the instrument families.

2-1.B Identify instruments visually and aurally.

3-1.B Categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion and instruments from various cultures.

4-1.B Categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures.

5-1.B Distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures.

Instruments: 4 instrument families aurally.

Instruments: 4 instrument families visually and aurally.

Instruments: Flute, clarinet, trumpet, tuba, violin, string bass, harp, snare drum, bass drum, piano.

Instruments: Oboe, bassoon, French horn, trombone, viola, cello, timpani, cymbals, gong, xylophone. Cultural: ukulele, banjo, harmonica, accordion

Instruments: Orchestra families, keyboard, electronic instruments (electric bass) Cultural: steel drums, didgeridoo, bagpipes, Native American flute

Instruments: Orchestra families, keyboard, electronic instruments (electric guitar) Cultural: acoustic guitar, harpsichord, dulcimer, koto, gamelan and sitar


I can name the instrument family I hear.

I can name the instrument family I hear and see.

I can identify the flute and clarinet by sight and sound. I can identify the trumpet and the tuba by sight and sound. I can identify the violin, string bass and harp by sight and sound. I can identify the snare drum, bass drum and piano by sight and sound.

I can listen and name the orchestra family for the oboe and bassoon. I can listen and name the orchestra family for the French horn and trombone. I can listen and name the orchestra family for the viola and cello. I can listen and name the orchestra family for the timpani, cymbals, gong and xylophone. I can listen and name the ukulele, banjo, harmonica and accordion.

I can listen and name all the instruments of the four orchestral families. I can listen and name the electronic keyboard and electric bass. I can listen and name the steel drums, didgeridoo, bagpipes and Native American flute.

I can listen and name all the instruments of the four orchestral families. I can listen and name the electronic keyboard and electric guitar. I can listen and name the acoustic guitar, harpsichord, dulcimer, koto, gamelan, and zither.


K-1.D Identify same/different in beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances.

1-1.C Use basic music terminology in describing changes in tempo, including allegro/largo, and dynamics, including forte/piano.

2-1.C Use known music terminology to explain musical examples of tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo.

3-1.C Use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; and dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally.

4-1.C Use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally.

5-1.C Use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo, including accelerando and ritardando; dynamics; articulation; and meter, including simple and compound, to explain musical sounds presented aurally.

Beat vs. rhythm High vs. low Loud vs. soft Fast vs. slow Simple rhythmic & melodic patterns

Tempo: Allegro, largo Dynamics: Forte, piano

Tempo: Presto, moderato, andante Dynamics: Fortissimo, pianissimo ADD ADAGIO?

Tempo: Use terminology from grades 1 and 2. Dynamics: Mezzo piano (MP), mezzo forte (MF) Use terminology from grades 1 and 2 (F, FF, P, PP). Articulation: Fermata

Tempo: Use terminology from grades 1 and 2. Dynamics: Crescendo (<), decrescendo (>). Use terminology from grades 1, 2 and 3 (FF, F, MF, MP, P, PP) Articulation: Staccato, legato

Tempo: Accelerando, ritardando Dynamics: Use terminology from grade 4. Articulation: Accent Meter: Simple, compound (6/8)


I can tell the difference between beat and rhythm. I can tell the difference between high and low sounds. I can tell the difference between loud and soft sounds. I can tell the difference between fast and slow. I can tell when rhythms are the same or different. I can tell when melodies are the same or different.

I can tell the difference between allegro and largo. I can tell the difference between forte and piano.

I can recognize and explain presto, moderato and andante. I can recognize and explain fortissimo and pianissimo.

I can recognize and explain mezzo piano and mezzo forte. I can recognize and explain a fermata.

I can recognize and explain crescendo and decrescendo. I can recognize and explain staccato and legato.

I can recognize and explain accelerando and ritardando. I can recognize and explain an accent. I can recognize and explain simple meter. I can recognize compound meter.


1-1.D Identify and label repetition and contrast in simple songs such as ab, aaba, or abac patterns.

2-1.D Identify and label simple small forms such as aaba and abac.

3-1.D Identify and label small and large musical forms such as abac, AB, and ABA presented aurally in simple songs and larger works.

4-1.D Identify and label small and large musical forms such as, abac, AB, ABA, and rondo presented aurally in simple songs and larger works.

5-1.D Identify and label small and large musical forms such as abac, AB, ABA, rondo, and theme and variations presented aurally in simple songs and larger works.

Form: ab, aaba, abac

Form: aaba, abac Repeat sign 1st and 2nd ending

Form: abac, AB, ABA Fine D.C. (Da capo) al Fine

Form: abac, AB, ABA, rondo D.S. al coda Segno “S” Coda “Coda sign”

Form: abac, AB, ABA, rondo, theme and variations D.C. al Coda

I can label the parts of a song that are the same and different.

I can label the parts of a song that are the same and different. I can recognize and explain a repeat sign and 1st and 2nd endings.

I can label the AB and ABA forms of music. I can recognize and explain Fine and Da capo al Fine.

I can label the rondo form of music. I can recognize and explain Dal segno al coda, segno and coda.

I can recognize and explain theme and variations in music. I can recognize and explain Da capo al coda.


K-1.E Identify beat, rhythm, and simple two-tone or three-tone melodies using iconic representation.

1-2.A Read, write, and reproduce rhythmic patterns, including quarter note/paired eighth notes and quarter rest.

2-2.A Read, write, and reproduce rhythmic patterns using standard notation in 2/4 meter, including half note/half rest.

3-2.A Read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate.

4-2.A Read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate.

5-2.A Read, write, and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in 2/4, 3/4, or 4/4 meters as appropriate.

Rhythm: Pictures Steady beat Rhythm of words

Rhythm:

q n Q Counting Syllables:

Rhythm:

h H

Meter: 2/4, bar line, double bar line

Rhythm:

y w W

Meter: 2/4, 4/4

Rhythm:

e m M d

Meter: 2/4, 3/4, 4/4

Rhythm: Syncopation:

e q e

q j e q Meter: 2/4, 3/4, 4/4 (simple)

I can tell the difference between steady beat and rhythm of words using pictures.

I can read, write and play quarter note, paired eighth notes and a quarter rest.

I can read, write and play half notes and half rests in 2/4 meter. I can group beats in 2s using the bar line. I can end a song at the double bar line.

I can read, write and play a whole note, a whole rest and four sixteenth notes in 4/4 meter.

I can read, write and play an eighth note, combinations of eighth and sixteenth notes and a dotted half note in ¾ meter.

I can perform syncopated rhythms and dotted quarter-eighth note patterns.


K-1.E Identify beat, rhythm, and simple two-tone or three-tone melodies using iconic representation.

1-2.B Read, write, and reproduce melodic patterns, including three tones from the pentatonic scale.

2-2.B Read, write, and reproduce pentatonic melodic patterns using standard staff notation.

3-2.B Read, write, and reproduce extended pentatonic melodic patterns using standard staff notation.

4-2.B Read, write, and reproduce extended pentatonic melodic patterns using standard staff notation.

5-2.B Read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation.

Melodic: 2 or 3-tone with pictures Staff: 2-line staff Solfege: Sol Mi

Melodic: 3-tone pentatonic Staff: 2-line staff Solfege: Sol Mi La

Melodic: Pentatonic Staff: Standard staff, G/treble clef Solfege: Do Re Mi Sol La (pentatonic)

Melodic: Extended pentatonic Solfege: So1 Do Re Mi Sol La Do1

Melodic: Extended pentatonic. Solfege: So1 La1 Do Re Mi Sol La Do1

Melodic: Extended pentatonic, diatonic, and standard staff. Treble clef staff names Pitch letter names Flat Solfege: So1 La1 Do Re Mi Fa Sol La Ti Do1

I can sing a so-mi song using pictures.

I can read, write, play or sing a so-mi-la melody using a 2-line staff.

I can read, write, play or sing a pentatonic melody using a music staff.

I can read, write, play or sing an extended pentatonic melody using a music staff.

I can read, write, play or sing the notes on a 5-line music staff.

I can read, write, play or sing the notes on a 5-line music staff.

2-2.C Read, write, and reproduce basic music terminology, including allegro/largo and forte/piano.

3-2.C Identify new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte.

4-2.C Identify new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.

5-2.C Identify and interpret new and previously learned music symbols and terms referring to tempo, including accelerando and ritardando; dynamics; articulation; and meter, including simple and compound.


Tempo: Allegro, largo Dynamics: Forte, Piano

Tempo: Allegro, largo, presto, moderato, andante Dynamics: Mezzo piano (MP), mezzo forte (MF), F, FF, P, PP

Tempo: Allegro, largo, presto, moderato, andante Dynamics: Crescendo (<), decrescendo (>). FF, F, MF, MP, P, PP Articulation: Staccato, legato, fermata

Tempo: Allegro, largo, presto, moderato, andante Accelerando, ritardando Dynamics: Crescendo (<), decrescendo (>). FF, F, MF, MP, P, PP Articulation: Staccato, legato, fermata accent Meter: Simple and compound

I can use and explain the tempos of allegro and largo. I can use and explain the dynamics of forte and piano.

I can use and explain the tempos of presto, moderato and andante. I can use and explain the dynamics of mezzo piano, mezzo forte, pianissimo and fortissimo.

I can use and explain all known tempos. I can use and explain all known dynamics including crescendo and decrescendo. I can use and explain staccato, legato and the fermata.

I can use and explain all known tempos including accelerando and ritardando. I can use and explain all known dynamics. I can use and explain all known articulations including accents.

K-2.A Sing or play classroom instruments independently or in groups.

1-3.A Sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups.

2-3.A Sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups.

3-3.A Sing or play classroom instruments with accurate intonation and rhythm independently or in groups.

4-3.A Sing and play classroom instruments with accurate intonation and rhythm, independently or in groups.

5-3.A Sing and play classroom instruments independently or in groups with accurate intonation and rhythm.


Singing: Vocal exploration:

Using the 5 voices.

Ascending and descending glissandi.

Producing head voice sound and sustaining tones.

Develop:

Sing unaccompanied

Inner hearing of rhythms and tones.

Pitch and rhythm matching skills.

Playing:

A steady beat.

Echo simple rhythm patterns.

Create simple rhythm patterns.


Using the 5 voices.

Ascending and descending glissandi.

Low, middle and high registers.

Develop:

Sing unaccompanied

Head voice sounds in the upper register and sustaining tones.

Good singing posture.


Playing:

Ostinati and simple borduns

Create a 4-beat pattern.


Blending chest and head voice throughout vocal range.

Practice:

Head voice sounds in upper register and sustaining tones.

Good singing posture. Develop:

Sing unaccompanied

Sing alone and with others.

Upper vocal range.


Playing:

Play alone and with others.

Play steady and strong beat.

Play rhythmic patterns and ostinati or melodic fragments from known notation.

Create simple rhythm patterns in 2/4 time.



Practice:

Good singing posture.

Develop:

Sing unaccompanied


Correct breathing techniques.

Expansion of upper vocal range.

Pitch and rhythm matching skills

Playing:

Simple accompaniments for songs.

Create original accompaniments as a group.

Singing: Practice:


Good standing and sitting postures for singing.

Develop:

Sing unaccompanied


Deep breathing skills and breath control.


Playing:

Use body percussion, non-pitched instruments to perform rhythm rounds.

Use pitched instruments to create question and answer rhythmic phrases.

Create simple instrumental pieces.

Play in various meters.

Singing: Practice:


Good standing and sitting postures for singing.

Develop:

Sing unaccompanied


Basic arpeggio vocalizes to prepare for singing.


Playing:

Rhythmic and melodic syncopated patterns.

Compose or improvise rhythmic or melodic solos.

Play in various meters.


I can sing a song or play a classroom instrument with a steady beat by myself or with others.

I can sing a melody in tune by myself or with others. I can play a rhythm pattern on a classroom instrument by myself or with others.

I can sing a melody in tune by myself or with others. I can create simple rhythm patterns on a classroom instrument by myself or with others.

I can sing a melody in tune by myself or with others. I can play simple accompaniments on a classroom instrument by myself or with others

I can sing a melody in tune by myself or with others. I can create simple instrumental pieces on a classroom instrument by myself or with others.

I can sing a melody in tune by myself or with others. I can improvise rhythmic or melodic pieces on a classroom instrument by myself or with others.

K-2.B Sing songs or play classroom instruments from diverse cultures and styles independently or in groups.

1-3.B Sing songs or play classroom instruments from diverse cultures and styles, independently or in groups.

2-3.B Sing songs or play classroom instruments from diverse cultures and styles, independently or in groups.

3-3.B Sing or play a varied repertoire of music such as American folk songs and folk songs representative of local cultures independently or in groups.

4-3.B Sing or play a varied repertoire of music such as American and Texan folk songs and folk songs representative of local cultures, independently or in groups.

5-3.B Sing or play a varied repertoire of music such as American folk songs, patriotic music, and folk songs representative of local and world cultures independently or in groups.

America, game songs, nursery rhymes, Latin American, African American

Latin America, Asia, Africa, America, African American

African American, Latin America, America, Native American

Latin America, America, African American, Asia

American folk and work; African American, Texas, Latin America

American folk, patriotic, African American, Latin America, Asia, Middle East

I can sing or play American, Latin American and African American music.

I can sing or play American, Latin American and African American music.

I can sing or play American, Latin American, African American and Native American music.

I can sing or play folk songs from America, Latin America, Africa, and Asia.

I can sing or play folk and work songs from America, Texas, Latin America and Africa.

I can sing or play American folk and patriotic songs; and songs from Africa, Latin America, Asia, and the Middle East.


K-2.C Move alone or with others to a varied repertoire of music using gross and fine locomotor and nonlocomotor movement.

1-3.C Move alone or with others to a varied repertoire of music using gross and fine locomotor and nonlocomotor movement.

2-3.C Move alone or with others to a varied repertoire of music using gross and fine locomotor and nonlocomotor movement.

3-3.C Move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together.

4-3.C Move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together.

5-3.C Move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together.

Locomotor movements Hop, jump, walk, twirl, run, circle dances Non-Locomotor Pat, clap, stamp, bend, stretch, twist, shake, finger plays

Locomotor movements Skip, slide, leap, gallop, circle dances, singing games Non-locomotor Alternating pat/clap/stamp

Locomotor movements Basic line and folk dances Non-locomotor Alternating patterns: snap-pat, snap-clap and snap-stamp

Locomotor movements Singing games; circle, line, folk and square dances Non-locomotor Alternating patterns: clap-snap, stamp-snap, pat-clap-snap

Locomotor movements Social and popular dances Non-locomotor Alternating patterns: stamp-pat-clap, snap-clap-pat, snap-clap-pat-stamp.

Locomotor movements Social and popular dances Non-locomotor Alternating patterns: hand jives.

I can hop, jump, walk, twirl and do circle dances to music. I can pat, clap, stamp, bend, stretch, twist shake and do finger plays to music.

I can slip, slide, leap, gallop and do circle dances and singing games to music. I can pat-clap and stamp-clap to music.

I can do line and folk dances to music. I can snap-pat, snap-clap and snap-stamp to music.

I can do singing games; circle, line, square and folk dances to music. I can clap-snap, stamp-snap and pat-clap-snap to music.

I can do folk, play party, social and popular dances to music. I can stamp-pat-clap, snap-clap-pat, and snap-clap-pat-stamp to music.

I can do folk, play party, social and popular dances to music. I can do hand jives to music.


4-3.D Perform various folk dances and play parties.

5-3.D Perform various folk dances and play parties.

K-2.D Perform simple part-work, including beat versus rhythm.

1-3.D Perform simple part work, including beat versus rhythm, rhythmic ostinati, and vocal exploration.

2-3.D Perform simple part work, including rhythmic ostinati, and vocal exploration such as singing; speaking and chanting.

3.3.D Perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire.

4-3.E Perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire.

5-3.E Perform simple two-part music, including rhythmic and melodic ostinati, rounds, partner songs, and counter melodies.

Singing: Melodic echoes and dialog songs. Rhythm: Sound/silence, same/different, repeated patterns.

Singing: Melodic patterns in echo and call-and-response forms Rhythmic ostinato

Singing: Melodic patterns in echo and call-and-response forms, speech pieces in canons, sing simple drones and melodic ostinatos Rhythmic ostinato

Singing: Echo songs, melodic ostinatos, partner songs, rounds, countermelodies, descants, easy two-part canons, add harmony by singing chord roots Rhythmic and melodic ostinatos

Singing: Echo songs, melodic ostinatos, partner songs, rounds, countermelodies, descants, easy 2-part songs, add harmony by singing chord roots, experience 3-part singing, add harmonic endings to song. Rhythmic and melodic ostinatos

Singing: Echo songs, melodic ostinatos, partner songs, rounds, countermelodies, descants, easy 2 and 3-part songs, add harmony by singing chord roots, sing in parallel 3rds Rhythmic and melodic ostinatos

I can perform an echo songs.

I can perform a call-and-response song.

I can perform a round by singing, speaking or chanting.

I can perform a partner song.

I can perform a two-part song.

I can perform a two-part song.


K-2.E Perform music using louder/softer and faster/slower.

1-3.E Perform music using tempo, including allegro/largo, and dynamics, including forte/piano.

2-3.E Perform music using tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo.

3-3.E Interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte.

4-3.F Interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.

5-3.F Interpret through performance new and previously learned music symbols and terms referring to tempo, including accelarando and ritardando; dynamics; articulation; and meter, including simple and compound.

I can perform music using louder/softer and faster/slower.

I can perform music using forte/piano and allegro/largo.

I can perform music using fortissimo/pianissimo and presto/moderato/andante.

I can perform music using known symbols and terms including mezzo/piano and mezzo/forte.

I can perform music using known symbols and tempo/dynamic terms including crescendo/decrescendo and staccato/legato.

I can perform music using known symbols and terms including accelerando/ritardando.

1-4.A Create short, rhythmic patterns using known rhythms.

2-4.A Create rhythmic phrases using known rhythms.

3-4.A Create rhythmic phrases through improvisation or composition.

4-4.A Create rhythmic phrases through improvisation or composition.

5-4.A Create rhythmic phrases through improvisation and composition.

I can create short rhythmic patterns.

I can create short rhythmic phrases.

I can improvise or compose rhythmic phrase.

I can improvise or compose rhythmic phrases.

I can improvise or compose rhythmic phrases.

1-4.B Create short, melodic patterns using known pitches.

2-4.B Create melodic phrases using known pitches.

3-4.B Create melodic phrases through improvisation or composition.

4-4.B Create melodic phrases through improvisation or composition.

5-4.B Create melodic phrases through improvisation and composition.

I can create a short melody.

I can create a melodic phrase.

I can improvise or compose a melodic phrase.




1-4.C Explore new musical ideas using singing voice and classroom instruments.

2-4.C Explore new musical ideas in phrases using singing voice and classroom instruments.

3-4.C Create simple accompaniments through improvisation or composition.

4-4.C Create simple accompaniments through improvisation or composition.

5-4.C Create simple accompaniments through improvisation and composition.

I can explore music using my voice and classroom instruments.

I can explore music using my voice and classroom instruments.

I can improvise or compose simple accompaniments.



K-3.A Sing songs and play musical games, including rhymes, folk music, and seasonal music.

1-5.A Sing songs and play musical games, including rhymes, patriotic events, folk music, and seasonal music.

2-5.A Sing songs and play musical games, including patriotic, folk, and seasonal music.

3-5.A Perform a varied repertoire of songs, movement, and musical games representative of American and local cultures.

4-5.A Perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in Texas.

5-5.A Perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and America and European and African cultures in America.

I can sing a variety of songs and play musical games.






K-4.B Identify steady beat in musical performance.

1-5.B Identify steady beat in short musical excerpts from various periods or times in history and diverse cultures.

2-5B Examine short musical excerpts from various periods or times in history and diverse and local cultures.

3-5.B Identify music from diverse genres, styles, periods, and cultures.

4-5.C Identify and describe music from diverse genres, styles, periods, and cultures.

5-5.C Identify and describe music from diverse genres, styles, periods, and cultures.

March, symphony, spiritual, piano solo, Native American music

Hawaii, polka, bluegrass, jazz

Country, calypso, Celtic, blues, Australia, Africa, Mexico, Asia, spirituals, Texas folk songs

India, Africa, Mexico, Asia, anthem, work song, jazz, rock, spiritual, ballet, opera, symphony


I can identify the steady beat when listening to music.

I can identify the steady beat when listening to various kinds of music.

I can recognize different styles and cultures when listening to music.




4-5.B Perform music representative of America and Texas, including "Texas, Our Texas".

5-5.B Perform music representative of Texas and America, including "The Star Spangled Banner".

I can sing our state song, “Texas Our Texas”.

I can sing our national anthem, “The Star Spangled Banner”.

K-3.B Identify simple interdisciplinary concepts related to music.

1-5.C Identify simple interdisciplinary concepts relating to music.

2-5.C Identify simple interdisciplinary concepts relating to music.

3-5.C Identify the relationships between music and interdisciplinary concepts.

4-5.D Examine the relationships between music and interdisciplinary concepts.

5-5.D Examine the relationships between music and interdisciplinary concepts.

I can make connections between music and other subjects in school.






K-4.A Identify and demonstrate appropriate audience behavior during live or recorded performances.

1-6.A Identify and demonstrate appropriate audience behavior during live or recorded performances.

2-6.A Begin to practice appropriate audience behavior during live or recorded performances.

3-6.A Exhibit audience etiquette during live and recorded performances.



I can show the appropriate audience behavior for various musical performances.







1-6.B Recognize known rhythmic and melodic elements in simple aural examples using known terminology.

2-6.B Recognize known rhythmic and melodic elements in simple aural examples using known terminology.

3-6.B Recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary.

4-6.B Recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary.

5-6.B Identify known rhythmic and melodic elements in aural examples using appropriate vocabulary.

Listening, analyzing and describing

Listening, analyzing and describing

Listening, analyzing and describing Music Memory selections



I can describe music using known terminology when listening.

I can describe music using known terminology when listening.

I can describe music using known terminology when listening to Music Memory selections.



K-4.C Compare same/different in beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances.

1-6.C Distinguish same/different between beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances.

2-6.C Distinguish between rhythms, higher/lower pitches, louder/softer dynamics, faster/slower tempos, and simple patterns in musical performances.

3-6.C Identify specific musical events in aural examples such as changes in timbre, form, tempo, or dynamics using appropriate vocabulary.

4-6.C Describe specific musical events in aural examples such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary.

5-6.C Describe specific musical events such as changes in timbre, form, tempo, dynamics, or articulation in aural examples using appropriate vocabulary.

Listening, analyzing and describing music.






I can recognize and describe the elements of music when listening.







1-6.D Respond verbally or through movement to short musical examples.

2-6.D Respond verbally or through movement to short musical examples.

3-6.D Respond verbally and through movement to short musical examples.



MRS strategies MRS strategies MRS strategies MRS strategies MRS strategies

I can respond to music through music.





3-6.E Describe a variety of compositions and formal or informal musical performances using specific music vocabulary.

4-6.E Describe a variety of compositions and formal or informal musical performances using specific music vocabulary.

5-6.E Evaluate a variety of compositions and formal or informal musical performances using specific criteria.

Listening, analyzing and describing Music Memory selections and use of graphic organizers.



I can describe musical performances using music vocabulary.

I can describe musical performances using music vocabulary.

I can evaluate musical performances using music vocabulary.

4-6.F Justify personal preferences for specific music works and styles using music vocabulary.

5-6.F Justify personal preferences for specific music works and styles using music vocabulary.




I can explain and support my opinions for a variety of music.

I can explain and support my opinions for a variety of music.

elementary music vertical alignment · elementary music vertical alignment k-1.c identify the...

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