Q.1
Standard 2.1 - Students sing a variety of music with accurate pitch, appropriate tone quality, and good diction and posture. They sing ostinatos, and they follow the directions of a conductor.
highly important
average instruction
introductory instruction
Sing with accurate pitch, appropriate tone quality, clear diction and good posture.
Sing a cappella and with accompaniment independently and in groups.
Sing songs in the languages of other cultures, adding any movement considered intrinsic to authentic performance of the music.
Sing an ostinato with a familiar song, maintaining a steady beat.
Sing an ostinato with a familiar song, maintaining a steady beat.
Follow the cues of a conductor with regard to tempo and dynamics.
Q.2
Standard 2.2 - Students play melodic and rhythmic patterns on classroom instruments accurately and with a steady tempo. They identify instruments, use correct techniques when playing, and vary dynamic levels. They follow the directions of a conductor.
highly important
average instruction
introductory instruction
Echo melodic and rhythmic patterns.
Maintain a steady beat and play with appropriate dynamic levels.
Play classroom instruments with the proper technique, holding them correctly.
Learn correct names for classroom instruments and identify those associated with world cultures.
Play simple ostinatos while others sing.
Follow the cues of a conductor with regard to tempo and dynamics.
Q.3
Standard 2.3 - Students sing, play instruments and use movement to improvise musical phrases including questions, responses, and ostinatos.
highly important
average instruction
introductory instruction
Improvise a short melodic phrase on a pitched classroom or keyboard instrument.
Sing short questions to be answered by classmates.
Respond to teacher or student questions by singing and using body percussion, movement, found items, instruments or electronic sounds.
Improvise a short ostinato with a familiar song using body percussion, instruments or movement.
Q.4
Standard 2.4 - Students create short rhythmic and melodic patterns within specified guidelines and create group compositions. They notate their music.
highly important
average instruction
introductory instruction
Perform short rhythmic and melodic phrases within teacher guidelines and write them using standard or original notation.
Create music collaboratively to enhance a poem or short story using a variety of sound sources.
Arrange and perform a short sound piece cooperatively in small groups using the voice, body percussion, found items or classroom instruments.
Q.5
Standard 2.5 - Students read, write, and perform simple rhythmic and melodic patterns using standard or iconic notation and utlizing relevant examples from repertoire. They identify and interpret basic terms and symbols for dynamics and tempo.
highly important
average instruction
introductory instruction
Read and perform quarter, eighth, half, dotted half, and sixteenth notes and quarter and half rests in 4-beat grouping using rhythm syllables.
Notate quarter, eighth, half, dotted half, and sixteenth notes, and quarter and half rests using iconic or standard notation.
Read pitch patterns from a staff and perform using solfege and hand signs.
Identify direction of notated pitch patterns and interpret through singing, playing or movement.
Identify basic musical terms and symbols and interpret through singing, playing or movement.
Q.6
Standard 2.6 - Students identify similarities and differences in music using movement and musical terms. They recognize groups of classroom and orchestral instruments. They identify and demonstrate appropriate listening behavior.
highly important
average instruction
introductory instruction
Identify contrasts and changes in tempo and dynamics using basic music terminology and movement.
Identify repetition and contrast in sections of music using symbols or movement.
Identify groups of classroom instruments by sight and sound.
Identify families of orchestral instruments by sight and sound.
Identify voices as those of children, adult males, or adult females.
Discuss and demonstrate appropriate listening behavior for various types of performances.
Q.7
Standard 2.7 - Students discuss personal musical preferences. They compare contrasting musical works and establish criteria for performances.
highly important
average instruction
introductory instruction
Discuss personal preferences for different musical works.
Listen to and compare two contrasting styles of composition using basic musical terminology.
Establish and apply criteria for good musical performances in and outside the classroom.
Q.8
Standard 2.8 - Students discover application of musical concepts in other disciplines. They express aural musical examples in non-musical ways and specific emotions through music and other means.
highly important
average instruction
introductory instruction
Identifiy musical concepts such as tone color, repetition, and contrast, and ways they are used in other disciplines.
Describe an aural musical example through movement, art or writing.
Express a specific emotion through music, art, movement and writing or speaking.
Q.9
Standard 2.9 - Students identify music for special occasions and its role. They experience music and dances from various cultures and historical periods and explore roles of community musicians.
highly important
average instruction
introductory instruction
Discuss suitable music for various special occasions and the role it plays.
Discover the role of music from earlier periods in history such as the music of Native Americans and its relationship to other elements in the society.
Perform and listen to music and learn folk dances from past and present cultures.
Discuss roles of musicians in the community.
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