| Curriculum for Music in Kindergarten - Concepts that your child should|
have when they leave kindergarten in order to be successful in first grade.
|1. Singing Alone and with Others - A Varied Repertoire of Music: Students should appreciate their singing voice and sing with growing independence on pitch and in rhythm, Sing expressively with appropriate dynamics, phrasing and interpretation, Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures, Sing ostinatos and partner songs, Sing in groups, blending vocal timbres, matching dynamic levels and responding to the cues of a conductor||2. Performing on Instruments Alone and with Others - A varied Repertoire of Music: Students perform on pitch in rhythm with appropriate dynamics and timbre, and maintain a steady tempo, Perform easy rhythmic, melodic and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments, Express a varied repertoire of music representing diverse genres and styles, Echo short rhythms and melodic patterns, Perform in groups blending instrumental timbres, matching dynamic levels and responding to the cues of the conductor, Use rhythm syllables and numeric counting to describe and learn rhythmic patterns, Perform and define steady beat and melodic rhythm|
|3. Improving Melodies, Variations and Accompaniments: Students improvise simple rhythmic and melodic ostinato accompaniments, Improvise short songs and instrumental pieces using a variety of sound sources in their improvisations including traditional sounds and non-traditional sounds available in the classroom, body sounds and sounds produced by electronic means|
|4. Composing and Arranging Music within Specified Guidelines: Students create music to accompany readings or dramatizations, Use a variety of sound sources when composing||5. Reading and Notating Music: Students read whole, half, and quarter notes in 2/4, 3/4 and 4/4 meter signatures|
|6. Listening to, Analyzing and Describing Music: Students demonstrate perceptual skills by moving, by answering questions about and by describing aural examples of music of various styles representing diverse cultures, Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances, Identify the sounds of a variety of instruments including many orchestra and band instruments and instruments from various cultures as well as children's voices and male and female adult voices, Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music, Students will discern the direction of melody aurally and visually on a staff|
|7. Evaluating Music and Music Performances: Students explain using age appropriate music terminology their personal preference for specific musical works and styles||8. Understanding Relationships between Music, the Other Arts and Disciplines Outside the Arts: Students Identify ways in which the principles and subject matter of other disciplines taught in school are interrelated with those of music|
|9. Understanding Music in Relation to History and Culture: Students describe in simple terms how elements of music are used in music examples from various cultures of the world, Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use, Students identify and describe roles of musicians in various settings and cultures, Demonstrate audience behavior appropriate for the context and style of music performed|