Standard Identification

Generate and conceptualize artistic ideas and work. With prompting and support, sing or play short original musical ideas.

Focus on and pursue a process or idea to completion during play and experimentation with music.

Name and demonstrate vocal production types (including speaking, singing, whispering)

With prompting and support, choose favorite musical ideas, practicing and demonstrating them vocally or on an instrument.

Contrast different musical element opposites (including fast-slow, high-low, quiet-loud) through singing, playing, or moving.

Students select a rhythm instrument to represent the sounds a chosen creature makes and choreograph appropriate motions to represent it.

Demonstrate beat competency by using a steady beat when performing pieces that incorporate simple rhythmic patterns (e.g., body percussion, classroom instruments, or movement).

Perform a short original musical idea through singing and playing with expression.

Meet expectations of an audience member (e.g., listening quietly, clapping at the end).

Share observations regarding diverse musical works (e.g., world, popular, folk, classical, etc.).

Articulate personal responses to music (e.g., “this piece made me feel…” “this piece made me think…”).

Identify examples of music they hear or perform in their daily life (e.g. in advertisements or radio).

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Move to different genres and styles of music (e.g., classical, jazz, rock, country, hip-hop).

Standard Identification

Generate and conceptualize artistic ideas and work. Improvise short original musical ideas.

Organize and develop artistic ideas and work. Connect multiple original musical ideas together into a
single piece.

Refine and complete artistic work. Explore different musical ideas by experimenting with the voice or instruments.

Select, analyze and interpret artistic work for presentation. Sing songs using head voice, appropriately produced tone quality, and correct posture.

Develop and refine artistic techniques and work for presentation. Individually sing and play simple phrases following basic standard notation (e.g., half and quarter notes or matching simple pentatonic patterns).

Convey meaning through the presentation of artistic work. Sing and play in groups matching dynamic
levels and responding to the cues of a conductor.

Perceive and analyze artistic work. With support, identify basic elements in familiar songs (including tempo, dynamics, rhythm, melody).

Interpret intent and meaning in artistic work. Categorize musical works by feeling or mood.

Apply criteria to evaluate artistic work. Demonstrate active listening as an audience member (e.g., noticing details, making connections).

Synthesize and relate knowledge and personal experiences to make art. Make connections between personal experience and a musical work.

HSS Connection: Students reflect on their own reactions to the songs of immigrant musicians, such as Cuban-born singer Gloria Estefan.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify different genres and styles of music (e.g., folk songs, lullaby, jazz, reggae).

Standard Identification

Generate and conceptualize artistic ideas and work. Sing or play original musical ideas that explore more complex rhythmic and melodic concepts (including, syncopation, three-four time signature, and minor keys).

Organize and develop artistic ideas and work. Organize original musical ideas with clear beginnings, middles, and endings; using simple binary or ternary forms.

Refine and complete artistic work. Respond to a musical challenge and hypothesize possible solutions.

Select, analyze and interpret artistic work for presentation. Individually read moderately complicated rhythms and melodies (e.g., melodies with alternating eighth notes, quarter notes and half notes, pentatonic and diatonic tonalities) in standard notation in treble clef.

Math Connection: Students learn fractions in music through examining beats per measure, sounds per beat, number of measures per phrase, quarter, eighth, 16th, half, whole notes and rests, etc.

Develop and refine artistic techniques and work for presentation. Sing and play musical canons, rounds, and music in at least two parts.

Convey meaning through the presentation of artistic work. Sing and play in groups responding appropriately to cues of a conductor.

Perceive and analyze artistic work. Analyze how expressive qualities (e.g. tempo, dynamics, timbre) are used to demonstrate a composer’s musical intent.

Interpret intent and meaning in artistic work. Explain the relationship between culture, venue, and audience behavior (e.g., street performance, symphony)

Apply criteria to evaluate artistic work. Identify how the elements of music (e.g., tempo, dynamics, rhythm, melody, harmony) can be used to support the artist's purpose.

Synthesize and relate knowledge and personal experiences to make art. Distinguish one’s own preferences in music from those of others (e.g., friends or family).

ELA Connection: Distinguish their point of view from the author's

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Describe ways music is different from other forms of everyday sounds. (i.e. what is the role of artistic intent)

HSS Connection: Students learn about the distinct sounds made by Wampanoag musical instruments, such as the water drum, gourd, rattle.

Standard Identification

Generate and conceptualize artistic ideas and work. Generate interdisciplinary musical ideas using a variety of non-traditional sound sources (e.g., found sounds, digital technology, unusual voices).

Document original simple melodic ideas with standard notation.

Organize musical ideas using expanded forms such as rondo and theme and variations.

Improvise and compare different versions of a single musical idea (e.g., adding flourishes, altering rhythms).

Select, analyze and interpret artistic work for presentation. Identify standard notation symbols and musical terms referring to dynamics, tempo, articulations, meter, and expression and apply them when performing.

Sing and play music written in 3 parts using appropriate technique.

Develop awareness of where the natural break in one’s singing range is located and how to cross the break and even out the voice in this range.

Convey meaning through the presentation of artistic work. Sing and play in groups responding to cues from a conductor exhibiting stylistic elements.

Perceive and analyze artistic work. Analyze how an artwork's form (e.g., use of repetition, contrasting patterns, phrases, and themes) supports the composer's intention.

Science Connection: Students study the impact of gravitational forces on the solar system and then listen to and critique Gustav Holst’s "The Planets".

Interpret intent and meaning in artistic work. Use specific vocabulary to identify details about a musical work.

Apply criteria to evaluate artistic work. Apply a rubric to evaluate a musical work (e.g. a rubric that includes accuracy, sound quality, and expressiveness).

Synthesize and relate knowledge and personal experiences to make art. Describe and demonstrate one’s personal musical style and preferences.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify influential music from different periods and how they impacted music at the time and potentially today.

HSS Connection: Students consider the impact of African American spirituals during the Underground Railroad.

Standard Identification

Generate and conceptualize artistic ideas and work. Compose musical ideas (e.g., rhythms, melodies, ostinato, and harmonies) using expanded forms (e.g., introductions, transitions, codas).

Organize and develop artistic ideas and work. Document an original melody and simple accompaniment using standard notation (e.g., a melody and chords).

Refine and complete artistic work. Refine draft arrangements to ensure consistency in notation (e.g., key signatures, notes, and rhythms are written correctly).

Select, analyze and interpret artistic work for presentation. Identify basic strategies musicians use to practice and employ them in readying a musical work for performance

Develop and refine artistic techniques and work for presentation. Perform with accuracy and expression a repertoire of vocal or instrumental literature with a level of difficulty of 1, on a scale of 1 to 6; or a comparable scale with at least four harmonic parts

Convey meaning through the presentation of artistic work. Match a musical performance or composition with expressed intent (e.g., wanting the audience to feel a particular emotion).

Perceive and analyze artistic work. Analyze how cultures are reflected in a diverse range of musical work.

Interpret intent and meaning in artistic work. Explain how a musical work is connected to the particular cultural and historical context where it was created.

HSS Connection: Students analyze the context of ancient Chinese folk songs.

Apply criteria to evaluate artistic work. Develop criteria for a rubric for evaluating musical works (e.g., students create criteria for a performance that is juried by students).

Synthesize and relate knowledge and personal experiences to make art. Describe and demonstrate influences of one’s personal musical style and preferences.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify how musical ideas and traditions migrate with the people who originated them to affect other cultures, historical periods, and musical genres and styles (e.g., immigrant European folk music).

Novice Solo and Ensemble

Standard Identification

Generate and conceptualize artistic ideas and work. Improvise short melodic and rhythmic ideas that reflect characteristics of different genres.

Organize and develop artistic ideas and work. Record decisions about accuracy of written music (e.g., adding reminder of key signature, or indicating beat subdivisions for a difficult rhythm).

Refine and complete artistic work. Refine musical interpretations exploring different elements (e.g. dynamics and articulations).

Select, analyze and interpret artistic work for presentation. Identify basic strategies musicians use to practice and employ them in readying a musical work for performance.

Develop and refine artistic techniques and work for presentation. Perform with accuracy and expression works from the vocal or instrumental literature with a level of difficulty of 2, on a scale of 1 to 6; or a comparable scale.

Convey meaning through the presentation of artistic work. Match a musical performance with expressed intent (e.g., wanting the audience to identify with an emotion).

Perceive and analyze artistic work. Analyze how cultures are reflected in a diverse range of musical works

Interpret intent and meaning in artistic work. Explain how a musical work is connected to a particular cultural, historical context where it was created.

Apply criteria to evaluate artistic work. Develop criteria for a rubric for evaluating musical works (e.g., students create criteria for a performance that is juried by students)

Synthesize and relate knowledge and personal experiences to make art. Describe influences of one’s personal musical style and preferences.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify musical ideas from different cultures studied in history and social science (e.g., American native).

Foundations Solo and Ensemble

Standard Identification

Generate and conceptualize artistic ideas and work. Explore ideas for interpreting a work (e.g. Improvise embellishments to musical passages).

Organize and develop artistic ideas and work. Record decisions about interpreting written music (e.g., adding dynamics or accents to a score).

Refine and complete artistic work. Refine musical interpretations exploring different phrasing (e.g., incorporating tension, release, unity, and variety).