KnoxGifted Academy

Kindergarten

Singing alone and with others, music from various genres and diverse cultures.

• Sing echo songs, call/response songs, and simple songs from memory.

• Demonstrating singing, speaking, whispering, and calling voices.

• Sing songs that explore changes in dynamics (loud/soft), tempo (fast/slow), and duration (long/short).

• Exploring sounds as high and low pitch.

Playing instruments, alone and with others, music from various genres and diverse cultures.

• Using instruments to maintain a steady beat.

• Using instruments to explore changes in pitch, dynamics, tempos and duration.

• Using instruments to echo simple rhythm patterns.

Improvising rhythms, melodies, variations, and accompaniments.

• Improvising and answer to a teacher-performed statement to a steady beat.

• Improvising simple vocal melodies (ariosos).

Reading and notating music.

• Demonstrating a steady beat in a variety of ways including non-locomotor movement, locomotor movement, and body percussion.

• Echoing spoken rhythmic patterns.

• Following visual representation of melodic shape.

• Reading iconic notation.

Understanding the relationships among music, the arts, and other disciplines outside the arts.

• Exploring the relationship between music and dance by responding to sounds through movement.

• Exploring and analyzing the relationship of music to language arts, visual arts, and literature.

Understanding music in relation to history and culture.

• Discovering various uses of music in daily experiences (celebrations, seasons).

• Experiencing folk songs, singing games, and dances of America and other cultures.

Understanding music in relation to self and universal themes.

• Describing thought inspired by music (what makes them think of or about).

• Explaining pleasing characteristics of various pieces of music (why they like...).

Listening to, analyzing, and describing music.

• Identifying singing, speaking, whispering, and calling voice.

• Identifying classroom instruments by sight and sound.

• Identifying sounds as high and low.

• Identifying music and fast or slow (tempo), loud or soft (dynamics), high or low (pitch).

Evaluating music and music performances.

• Expressing personal reactions to a music performance through drawings.

• Listening attentively while others perform and showing appropriate audience behavior for the context and style of the music performed.

FIRST GRADE

Singing alone and with others, music from various genres and diverse cultures.

• Singing on pitch loud/soft, fast/slow, high/low.

• Following a steady beat while singing.

• Echo singing using syllable names.

• Responding properly to basic conducting cues.

Playing instruments, alone and with others, music from various genres and diverse cultures.

• Maintaining a steady beat with a partner.

• Playing sounds that are loud/soft, fast/slow, high/low.

• Responding properly to basic conducting cues.

• Playing simple borduns.

Improvising rhythms, melodies, variations, and accompaniments.

• Improvising and answer to a teacher-performed statement to a steady beat.

• Improvising simple vocal melodies (ariosos) on specified topics.

Composing and arranging music.

• Composing and notating short pieces using non-standard musical notation.

Reading and notating music.

• Maintaining a steady beat while music is playing.

• Identifying quarter and eighth notes and quarter rests.

• Recognizing melodic movement as up and down.

• Demonstrating melodic line and texture through non-standard musical notation.

Understanding the relationships among music, the arts, and other disciplines outside the arts.

• Using body movement to show variations in rhythm, pitch, or tempo.

• Recognizing composers’ motivations for creating music.

• Exploring and analyzing the relationship of music to language arts, visual arts, and literature.

Understanding music in relation to history and culture.

• Recognizing various uses of music in daily experiences (marches, game songs, dance music, work songs).

• Performing traditional singing games of America and other cultures.

• Comparing and contrasting lullabies and marches.

Understanding music in relation to self and universal themes.

• Identifying a song or other piece of music that is important to their family.

• Explaining music preferences.

Listening to, analyzing, and describing music.

• Identifying melodic shape/pitch direction.

• Identifying a variety of band, orchestra, and classroom instruments.

• Recognizing patterns - form (same/different), rhythmic, melodic, dynamic, instrumental, tempo.

• Demonstrating various moods heard in music through facial expression, body posture and/or movement.

• Identifying aural examples of lullabies and marches.

• Using appropriate terminology (fast/slow, high/low, loud/soft, instruments/voices, moods) to describe music of various styles.

Evaluating music and music performances.

• Expressing personal reactions to a music performance through words or drawings.

• Listening attentively while others perform and showing appropriate audience behavior for the context and style of the music performed.

SECOND GRADE

Singing alone and with others, music from various genres and diverse cultures.

• Singing an ostinato on pitch with the appropriate tone quality.

• Performing a steady beat while singing.

• Singing Do Re Mi or Mi So La using syllable names.

• Responding properly to basic conducting cues that include tempo changes.

Playing instruments, alone and with others, music from various genres and diverse cultures.

• Maintaining a steady beat with a group.

• Playing short melodic patterns with correct technique and steady beat (loud/soft, fast/slow).

• Playing with correct rhythmic duration quarter notes, eighth notes, and quarter rests.

• Responding properly to basic conducting cues including tempo changes.

• Playing harmonic patterns including broken borduns.

Improvising rhythms, melodies, variations, and accompaniments.

• Improvising rhythm patterns using quarter notes, quarter rests, and eighth notes.

• Improvising vocal/instrumental melodies Do Re Mi or Mi So La.

Composing and arranging music.

• Creating music to accompany or tell a story.

Reading and notating music.

• Reading/decoding quarter notes, eighth notes, and quarter rests.

• Writing rhythmic notation including quarter notes, quarter rests, and eighth notes.

• Recognizing steps, skips, and repeated notes.

• Reading and notating non-standard musical notation.

• Identifying/defining the following parts/symbols in a musical score:  staff, treble clef, bar line, double bar line, dynamic markings (p, f, < and >) and tempo markings (allegro, andante, moderato).

Understanding the relationships among music, the arts, and other disciplines outside the arts.

• Showing musical pulse, pattern, and phrasing through music.

• Recognizing composers’ motivations for creating music.

• Exploring and analyzing the relationship of music to language arts, visual arts, and literature.

Understanding music in relation to history and culture.

• Classifying various uses of music in daily experiences (songs of celebration, television and movie soundtracks, marches, game songs, dance music, work songs).

• Performing traditional American folk dances and folk dances of other cultures.

• Describing the characteristics of Classical, Rock ‘n’ Roll, and folk music.

Understanding music in relation to self and universal themes.

• Drawing a picture that is inspired by listening to a specific piece of music.

• Explaining music preferences (I like it because…).

Listening to, analyzing, and describing music.

• Recognizing that music moves by steps, skips, leaps, and repeats.

• Identifying the sound of wind, string, and percussion instruments (band, orchestra, and classroom instruments).

• Recognizing AB and ABA forms.

• Responding to various moods heard in music through facial expression, body posture and/or movement.

• Identifying aural examples by culture, genre, or style including Classical, Rock ‘n’ Roll, and folk music.

• Describing music using appropriate terminology including piano/forte, crescendo/decrescendo, children/adult voices, andante/moderato/allegro.

Evaluating music and music performances.

• Expressing personal reactions to a music performance through words and drawings.

• Listening attentively while others perform and showing appropriate audience behavior for the context and style of the music performed.

THIRD GRADE

Singing alone and with others, music from various genres and diverse cultures.

• Singing rounds on pitch with an appropriate tone quality.

• Singing rhythmic patterns with words.

• Singing pentatonic (DRM SL) songs using syllable names.

• Responding properly to basic conducting cues that include dynamic changes.

Playing instruments, alone and with others, music from various genres and diverse cultures.

• Playing music from memory.

• Playing a simple ostinato accompaniment with correct technique, steady beat, and appropriate dynamic level.

• Playing half notes, whole notes, and corresponding rests with correct rhythmic duration.

• Responding properly to basic conducting cues that include dynamic changes.

• Playing harmonic patterns including crossover borduns.

Improvising rhythms, melodies, variations, and accompaniments.

• Improvising rhythm patterns using half notes, quarter notes, quarter rests and eighth notes.

• Improvising simple melodic phrases.

Composing and arranging music.

• Composing a short piece within specified guidelines choosing from a variety of sound sources (body percussion, found objects, pitched and non-pitched instruments, computer generated sound sources).

Reading and notating music.

• Reading/decoding half notes, dotted half notes, and corresponding rests.

• Writing rhythmic notation including half notes, whole notes, and corresponding rests.

• Identifying the letter names for the lines and spaces of the treble clef.

• Reading/decoding pitch (DRM SL) using syllable names.

• Notating pitch (DRM/MSL) using standard music notation.

• Identifying/defining the following parts/symbols in a musical score:  accel./rit., pp/ff, repeat sign and time signatures (2/4, 3/4, and 4/4).

Understanding the relationships among music, the arts, and other disciplines outside the arts.

• Performing a dance to a given piece of music that reflects its cultural heritage.

• Recognizing composers’ motivations for creating music.

• Exploring and analyzing the relationship of music to language arts, visual arts, and literature.

Understanding music in relation to history and culture.

• Performing traditional American folk dances and folk dances of other cultures for an audience.

• Identifying different musical careers.

• Describing the characteristics of blues, opera, and mariachi music.

Understanding music in relation to self and universal themes.

• Making up a story that is inspired by listening to a specific piece of music.

• Distinguishing music preferences from music judgments (I like because vs. It is good because).

Listening to, analyzing, and describing music.

• Identifying steps, skips, leaps, and repeats within a given piece of music.

• Classifying instruments as wind, string, or percussion (band, orchestra, or classroom).

• Identifying and describing AB, ABA, and round.

• Describing mood changes heard in music.

• Identifying aural examples by culture, genre, or style including blues, opera, and mariachi music.

• Describing music using appropriate terminology including acc./rit., pianissimo/fortissimo, changed/unchanged voices, and band/orchestra/classroom instruments.

Evaluating music and music performances.

• Discussing/explaining personal preferences for music (I like because vs. It is good because).

• Listening attentively while others perform and showing appropriate audience behavior for the context and style of the music performed.

FOURTH GRADE

Singing alone and with others, music from various genres and diverse cultures.

• Singing ostinati, rounds and partner songs on pitch with an appropriate tone quality, good posture, and appropriate head/chest voice.

• Singing unaccompanied with correct timing and intonation.

• Reading and singing using pitch names.

• Responding properly to basic conducting cues.

• Singing tonic and dominant bass lines to accompany melodies.

Playing instruments, alone and with others, music from various genres and diverse cultures.

• Playing simple melodies by ear.

• Playing a short melody using appropriate dynamics and correct technique.

• Playing with correct rhythmic duration dotted half notes, dotted quarters and single eighth notes.

• Responding properly to formal conducting cues.

Improvising rhythms, melodies, variations, and accompaniments.

• Singing and/or playing short improvised melodies for a specified time frame.

• Improvising vocal or instrumental pentatonic (DRM SL) patterns.

Composing and arranging music.

• Creating short songs and/or instrumental pieces within specified guidelines choosing from a variety of sound sources (body percussion, found objects, pitched and non-pitched instruments, computer generated sound sources).

Reading and notating music.

• Reading/decoding dotted half notes, dotted quarter notes, single eighth notes and four sixteenth notes.

• Writing rhythmic notation including dotted half notes, dotted quarter notes, single eighth notes and four sixteenth notes..

• Identifying the letter names for the lines and spaces of the treble clef.

• Reading/decoding melodies (DRM SL) using standard music notation.

• Notating (DRM SL) melodies using standard music notation.

• Identifying/defining the following parts/symbols in a musical score:  mf, mp, fermata, standard note and rest names, DC al fine, coda, # (sharp), b (flat), phrasing marks, key signatures.

Understanding the relationships among music, the arts, and other disciplines outside the arts.

• Identifying the use/function of music from various cultures correlating to 4th grade social studies curriculum.

• Explaining and applying the relationship between note values and mathematics.

• Exploring and analyzing the relationship of music to language arts, visual arts, and literature.

Understanding music in relation to history and culture.

• Explaining the musical characteristics that make a piece appropriate for a specific event or function.

• Applying appropriate movements to music from various cultures.

• Identifying the origins and development of instruments.

• Describing different musical careers including composer and conductor.

• Describing the characteristics of Native American, Caribbean, patriotic, and jazz music.

Understanding music in relation to self and universal themes.

• Describing the roles and impact music plays in their lives and the lives of others.

• Distinguishing music preferences from music judgments from cultural (I like because vs. It’s good because vs. It’s important because).

Listening to, analyzing, and describing music.

• Describing the melodic movement within a given piece.

• Classifying Western instruments by family (woodwind, strings, brass, percussion).

• Describing and identifying AB, ABA, canon and rondo forms.

• Identifying aural examples by culture, genre, or style including Native American, Caribbean, patriotic, and jazz music.

• Describing music using appropriate terminology including largo/presto, fermata, and, woodwind, strings, brass, percussion.

• Creating purposeful movement to reflect prominent characteristics heard in music.

Evaluating music and music performances.

• Distinguishing music preferences from music judgments from cultural judgments (I like because vs. It is good because vs. It is important because).

• Listening attentively while others perform and showing appropriate audience behavior for the context and style of the music performed.

• Self-reflecting on personal/group strengths and identifying goals for improvement in movement, vocal, and/or instrumental performances.

FIFTH GRADE

Singing alone and with others, music from various genres and diverse cultures.

• Singing songs with descants on pitch with an appropriate head/chest voice, tone quality, diction and posture..

• Singing songs from written notation.

• Responding expressively to conducting cues (legato/staccato, dynamics).

Playing instruments, alone and with others, music from various genres and diverse cultures.

• Playing tonic and dominant harmonic accompaniment.

• Playing simple independent instrumental parts while other students sing or play contrasting parts.

• Playing short songs from written rhythmic notation.

• Responding expressively to conducting cues (legato/staccato, dynamics).

Improvising rhythms, melodies, variations, and accompaniments.

• Improvising a vocal and/ or instrumental melody based on a given tonality.

• Improvising rhythmic patterns using a variety of sound sources.

Composing and arranging music.

• Composing short pieces using standard musical notation within specified guidelines.

Reading and notating music.

• Reading/decoding sixteenth notes, sixteenth note patterns and simple syncopation in 2/4, 3/4 and 4/4 time signatures.

• Writing rhythmic notation including sixteenth note patterns and simple syncopation.

• Identifying the letter names for the lines and spaces of the treble clef.

• Reading/decoding low LA and low SO.

• Notating low LA and low SO using standard music notation.

• Identifying/defining the following parts/symbols in a musical score:  accents, staccato, legato, first and second endings.

Understanding the relationships among music, the arts, and other disciplines outside the arts.

• Identifying the use/function of music from various cultures correlating to 5th grade social studies curriculum.

• Explaining and applying the relationship between note values and mathematics.

• Explaining the nature of sound as vibration.

• Exploring and analyzing the relationship of music to language arts, visual arts, and literature.

Understanding music in relation to history and culture.

• Describing the historical context and/or influence of music on daily life, culture, politics, etc.

• Describing the cultural context and/or influence of music on daily life, culture, politics, etc.

• Describing the origins and development of instruments.

• Classifying different musical careers.

• Describing the characteristics of spirituals, ragtime, Baroque, Asian, and Irish music.

Understanding music in relation to self and universal themes.

• Reflecting and discussing the roles and impact music plays in their lives and the lives of others.

• Distinguishing music preferences from music judgments from cultural judgments (I like because vs. It is good because).

Listening to, analyzing, and describing music.

• Classifying scales as major and minor.

• Classifying instruments as Western or non-Western.  

• Describing and identifying AB, ABA, canon, call-response, and rondo forms when presented in performed and/or recorded music.

• Identifying aural examples of spirituals, ragtime, Baroque, Asian, and Irish music.

• Describing music using appropriate terminology including staccato, legato, accents, and Western/non-Western instruments.

• Creating purposeful movement to reflect prominent characteristics heard in music and articulating rationale for choices made.

Evaluating music and music performances.

• Using established criteria (dynamics, pronunciation) to evaluate performances and compositions.

• Listening attentively while others perform and showing appropriate audience behavior for the context and style of the music performed.

• Self-reflecting on personal/group strengths and identifying goals for improvement in vocal performance.

SIXTH GRADE

Singing alone and with others, music from various genres and diverse cultures.

• Singing expressively on pitch with an appropriate tone quality, diction, posture, dynamics, phrasing, interpretation, and tempo.

• Singing songs from written notation.

• Responding expressively to conducting cues (legato/staccato, dynamics).

• Singing music in two parts (consider bass lines, canons).

Playing instruments, alone and with others, music from various genres and diverse cultures.

• Playing tonic, dominant, and subdominant harmonic accompaniment.

• Playing with technical accuracy (posture, tone quality, breath control, mallet technique)

• Playing by rote rhythmic patterns using sixteenth notes and syncopation in 2/4, 3/4, and 4/4 time signatures.

• Play expressively with appropriate dynamics, phrasing, interpretation, articulation, and tempo.

Improvising rhythms, melodies, variations, and accompaniments.

• Singing and/or playing improvised melodies based on tonic and dominant chords.

• Playing an improvised accompaniment using tonic and dominant chords.

Composing and arranging music.

• Composing and notating short pieces using standard musical notation in the treble clef within specified guidelines.

Reading and notating music.

• Identifying the letter names for the lines and spaces of the bass clef.

• Reading/decoding DRMFS melodies.

• Notating DRMFS melodies using standard musical notation.

• Identifying/defining the following parts/symbols in a musical score:  slur, DS al coda, symbols for coda and signa.

Understanding the relationships among music, the arts, and other disciplines outside the arts.

• Identifying the use/function of music from various cultures correlating to 6th grade social studies curriculum.

• Identifying/describing ways in which the principles and subject matter of other disciplines are related to music (science, math, history).

• Describing the effect an instrument’s physical properties will have upon its sound.

• Exploring and analyzing the relationship of music to language arts, visual arts, and literature.

• Comparing in two or more arts how the basic elements of each art can be used to express similar events, emotions, scenes, or ideas (emotions can be expressed with words in poetry, color in visual arts, sound in music and gestures in dance).

Understanding music in relation to history and culture.

• Comparing and contrasting the influences of music in various cultures.

• Comparing and contrasting different musical careers.

• Describing the characteristics of Romantic, Gregorian chant, Renaissance, West African, and Middle Eastern music.

Understanding music in relation to self and universal themes.

• Explaining personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.

• Distinguishing music preferences from music judgments from cultural judgments (I like because vs. It is good because).

Listening to, analyzing, and describing music.

• Classifying chords as major and minor.

• Identifying instruments, Western and non-Western by family (woodwind, percussion, brass, strings, membranophones, idiophones).

• Describing and identifying theme and variation form.

• Identifying aural examples of Romantic, Gregorian chant, Renaissance, West African, and Middle Eastern music.

• Identifying contrasting meters and note/rest values.

• Creating purposeful movement to reflect prominent characteristics heard in music and articulating rationale for choices made.

• Conducting patterns and cues in duple and triple meter in time to the music.

Evaluating music and music performances.

• Creating and applying criteria to evaluate performances and compositions.

• Listening attentively while others perform and showing appropriate audience behavior for the context and style of the music performed.

• Self-reflecting on personal/group strengths and identifying goals for improvement in instrumental performance.