Kindergarten+Standards

__Kindergarten:__

Standard #1 - Expression of Music
//**1. Perform Independently **//

Prepared Graduates:

Evidence Outcomes: Students Can:
 * [|Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement]
 * [|Perform music with appropriate technique and level of expression at an appropriate level of difficulty in sight reading and prepared performance]
 * [|Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles]
 * 1) Distinguish between speaking and singing voice (DOK 1)
 * 2) Sing a variety of simple songs and singing games (DOK 1-2)
 * 3) Echo and perform simple melodic and rhythmic patterns (DOK 1-2)
 * 4) Demonstrate basic performance skills and behaviors (DOK 1-2)

//**2. Respond to music with movement **//

Prepared Graduates:

Evidence Outcomes: Students Can:
 * [|Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles]
 * [|Demonstrate the expressive elements of music - including melody, harmony, rhythm, style, genre, texture, voicing/instrumentation, mood, tonality, and form - through voice, musical instruments, and/or the use of electronic tools]


 * 1) Move to music, demonstrating awareness of beat, tempo, dynamics, and melodic direction, reflecting changes in mood or form (DOK 1-2)
 * 2) Move to music, differentiating between sound and silence (DOK 1-2)

=**Standard #2 - Creation of Music **= // **1.Create music through a variety of experiences** // Prepared Graduates : <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Students Can:
 * [|Display instrumental or vocal improvisation skills by performing extemporaneously what is created in the mind]
 * [|Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding]


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Improvise sound effects and simple songs to stories or poems (DOK 2-3)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Use movement to demonstrate loud/soft, fast/slow, high/low, sound/silence, and beat/no beat (DOK 1-2)

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Identify simple musical patterns <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared Graduates: <span style="color: #003876; font-family: arial,sans-serif; line-height: normal; text-decoration: none;">[|Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Students Can:

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;"> 1. Use icons or invented symbols to represent beat (DOK 1-2)

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Standard #3 - Theory of Music =

//** 1. Comprehension of musical opposites **// Prepared Graduates; <span style="color: #003876; font-family: arial,sans-serif; line-height: normal; text-decoration: none;">[|Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Students Can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Use their own vocabulary to describe musical opposites (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Demonstrate loud/soft, fast/slow, high/low, sound/silence, and beat/no beat (DOK 1-2)

//** 2. Comprehension of basic elements of musical form **// Prepared Graduates: <span style="color: #003876; font-family: arial,sans-serif; line-height: normal; text-decoration: none;">[|Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Students Can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Aurally identify same/different patterns and phrases (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Use body movement to interpret musical phrases (DOK 1-3)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">3. Identify different vocal and instrumental tone color **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared Graduates: <span style="color: #003876; font-family: arial,sans-serif; line-height: normal; text-decoration: none;">[|Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Students Can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Identify male/female voices (DOK 1)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Describe vocal and instrumental sounds using personal vocabulary (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">4. Identify simple rhythmic patterns **// Prepared Graduates: <span style="color: #003876; font-family: arial,sans-serif; line-height: normal; text-decoration: none;">[|Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and vocalization or instrumental playback of aural musical examples]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Students Can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Move to demonstrate steady beat (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Identify short/long and strong/weak beats (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Use icons or invented symbols to represent beat (DOK 1-2)

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #4 - Aesthetic Valuation of Music = //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">1. Demonstrate respect for the contributions of others in a musical setting **//

Prepared Graduates:


 * [|Make informed, critical evaluations of the effectiveness of musical works and performances on the basis of aesthetic qualities, technical excellence, musicality, or convincing expression of feelings and ideas related to cultural and ideological associations]
 * [|Develop a framework for making informed personal musical choices, and utilize that framework in the making and defending of musical choices]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students Can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Describe appropriate audience behavior at a live or recorded musical performance (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Describe musical preferences in their own words and at an appropriate level (DOK 1-3)

//**__<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">2. Respond to musical performance at a basic level __**//

Prepared Graduates:


 * [|Demonstrate a nuanced understanding of aesthetics in music, appropriate to the particular features of given styles and genres, as it relates to the human experience in music]
 * [|Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the place and importance of music in life]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students Can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Create movements that correspond to specific musical moods and styles (DOK 2-4)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Identify, listen to, and discuss music written for specific purposes (work song, lullaby, etc.) (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">3. Recognize and discuss music and celebrations in daily life **//

Prepared Graduates:


 * [|Demonstrate a nuanced understanding of aesthetics in music, appropriate to the particular features of given styles and genres, as it relates to the human experience in music]
 * [|Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the place and importance of music in life]

Evidence Outcomes: Students Can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Explain the use of music in sources such as cartoons, computer games, community, and home events (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Listen and respond to various musical styles (such as marches and lullabies) (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Use a personal vocabulary to describe kinds of voices and instruments and their uses in diverse cultures, applying some specific labels and general cultural associations (DOK 1-2)
 * 4) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Use developmentally appropriate movements in responding to music from various genres, styles, and periods (rhythm and melody) (DOK 1-2)