We believe that music is a means by which students can shape and develop their own creative efforts.  We are committed to a music program that is based on activities that children like to do: sing, chant rhymes, dance, and play instruments.  These natural inclinations provide an opportunity to awaken the musical potential in every child.    Music is explored through several phases of development including exploration, imitation, improvisation, and composition.  Through the process of these phases all students are provided the opportunity to develop as independent musicians.   

MUSIC K-2

Standard 1: Sings, alone and with others, a varied repertoire of music

Benchmark 1. Sings ostinatos (repetition of a short musical pattern), partner songs, and rounds

Knowledge/skill statements

    1. Sings ostinatos (repetition of a short musical pattern)
    2. Sings partner songs
    3. Sings rounds

Standard 2: Performs on instruments, alone and with others, a varied repertoire of music

Benchmark 1. Echoes short rhythms (2-4 measure) and melodic patterns

Knowledge/skill statements

    1. Echoes short rhythms (2 4 measure)
    2. Echoes short melodic patterns

Standard 3: Improvises melodies, variations, and accompaniments

Benchmark 1. Improvises "answers" in the same style to given rhythmic and melodic phrases

Knowledge/skill statements

    1. Improvises "answers" in the same style to given rhythmic phrases
    2. Improvises "answers" in the same style to given melodic phrases

Standard 4: Composes and arranges music within specified guidelines

Benchmark 1. Uses a variety of sound sources when composing (e.g., classroom instruments, electronic sounds, body sounds)

Knowledge/skill statements

    1. Uses a variety of sound sources, such as classroom instruments,
        when composing
    2. Uses a variety of sound sources, such as electronic sounds, when
        composing
    3. Uses a variety of sound sources, such as body sounds, when
        composing

Standard 5: Reads and notates music

Benchmark 1. Knows standard symbols used to notate meter (e.g., 2/4, 3/4, 4/4 time signatures), rhythm (e.g., whole, half, dotted half, quarter, eighth notes), pitch (e.g., notes in treble clef), and dynamics (e.g., p, f, <, » in simple patterns

Knowledge/skill statements

    1. Knows standard symbols used to notate rhythm
    2. Knows standard symbols used to notate pitch
    3. Knows standard symbols used to notate dynamic.
    4. Understands the whole note symbol
    5. Understands the half note symbol
    6. Understands the dotted half note symbol
    7. Understands the quarter note symbol
    8. Understands the eighth note symbol
    9. Understands the symbol for treble clef
    10. Understands the p (piano) symbol
    11. Understands the f (forte) symbol
    12. Understands the < (crescendo) symbol
    13. Understands the> (diminuendo) symbol

Benchmark 2. Uses a system (e.g., syllables, numbers, letters) to read simple pitch notation in the treble clef in major keys

Knowledge/skill statements

    1. Uses a syllable system to read simple pitch notation in the treble
        clef in major keys
   
Standard 6:Knows and applies appropriate criteria to music and music performances

Benchmark 1. Knows personal preferences for specific musical works and styles

Knowledge/skill statements

1. Knows personal preferences for specific musical works
2. Knows personal preferences for specific musical styles

Benchmark 2. Identifies simple music forms (e.g., AB, ABA, call and response) when presented aurally

Knowledge/skill statements

1. Identifies simple music forms, such as an AB form, when presented
    aurally
2. Identifies simple music forms, such as an ABA form, when presented aurally
3. Identifies simple music forms, such as call and response, when
    presented aurally

Benchmark 3. Responds through purposeful movement (e.g., swaying, skipping, dramatic play) to selected prominent music characteristics or to specific music events (e.g., meter changes, dynamic changes, same/different sections)

Knowledge/skill statements

    1. Responds through purposeful movement to selected prominent
        music characteristics
    2. Responds through purposeful movement to selected specific music
        events
    3. Responds to music through swaying
    4. Responds to music through skipping
    5. Responds to music through dramatic play
    6. Responds to meter changes through movement
    7. Responds to dynamic changes through movement
    8. Responds to same/different sections through movement

Standard 7 : Understands the relationship between music and history and culture

Benchmark 1. Knows characteristics that make certain m

Knowledge/skill statements

    1. Knows that music can be suitable for specific uses
    2. Knows that all music is not suitable for all situations

Benchmark 2. Knows appropriate audience behavior for the context and style of music performed

Knowledge/skill statements

    1. Knows appropriate audience behavior for certain contexts of
        performed music
    2. Knows appropriate audience behavior for certain styles of performed music