1st+Grade+Standards

__1st Grade Standards:__ =Standard #1 - Expression of Music = Prepared Graduates:
 * 1. //Expressively perform using simple techniques in groups and independently// **


 * [|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]

Evidence Outcomes: Students can:


 * 1) Use the head voice to produce a light, clear sound (DOK 1-2)
 * 2) Maintain steady beat (DOK 1-2)
 * 3) Respond to cues of a conductor for stopping and starting (DOK 1-2)

//**2. Perform basic rhythmic and melodic patterns **// Prepared Graduates:


 * [|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]

Evidence Outcomes: Students can:


 * 1) Perform four-beat patterns that include sol-mi-la or mi-re-do pitches and quarter notes, eighth notes and quarter rests (DOK 1-2)
 * 2) Play simple patterns (DOK 1-2)

=Standard #2 - Creation of Music = //**1. Demonstrate creation of short, independent musical phrases and sounds alone and with others **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared Graduates:


 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|Display instrumental or vocal improvisation skills by performing extemporaneously what is created in the mind]
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|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;">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;">Create instrumental and vocal sounds to accompany poems, rhymes, and stories (DOK 1-3)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Improvise short phrases using the l-s-m or m-r-d tone-set (DOK 2-3)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Use movement to demonstrate grade-level concepts such as changes in dynamics, AB form, etc. (DOK 1-3)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Identify musical patterns **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared Graduates: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|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;">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;">Create patterns using known rhythms and pitches (DOK 1-3)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Use iconic notation within the treble staff (DOK 1-2)

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #3 - Theory of Music = //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Comprehension of gradual changes in dynamics and temp **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared Graduates: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|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;">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;">Use vocabulary for getting louder/softer and getting faster/slower (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Demonstrate getting louder/softer and getting faster/slower using movement, voice, and instruments (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Aurally identify simple components of musical form **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared Graduates: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|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;">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;">Aurally identify introduction (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Aurally identify phrase (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Aurally and visually identify AB form (DOK 1-2)
 * 4) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Visually identify staff and repeat signs (DOK 1)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">3. Comprehension of basic vocal and instrumental tone colors **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared Graduates: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|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;">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;">Identify pitched and non-pitched classroom instruments using sight and sound (DOK 1)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Identify and demonstrate singing, speaking, whispering, and shouting voices (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">4. Comprehension of basic rhythmic and melodic patterns **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared Graduates: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|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;">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;">Demonstrate steady beat, strong/weak beat, difference between beat, and rhythm (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Aurally recognize and demonstrate going up/going down, and sol-mi-la (or mi-re-do) pitches (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Identify and notate using quarter notes, eighth notes and quarter rests (DOK 1-2)
 * 4) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Discriminate between same/different rhythmic and melodic patterns (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;">1. Demonstrate respect for the contributions of self and others in a musical setting **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared Graduates: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|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;">Participate appropriately in music activities that involve sharing, taking turns, and listening respectfully to the ideas of others (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Reflect on the performance of others (DOK 1-3)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Demonstrate audience behavior appropriate for the context and style of music performed (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Comprehension of the basic components of music and musical performances at a beginning level **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared Graduates:


 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|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]
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|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;">Create movements to music that reflect focused listening (DOK 2-4)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Describe how ideas or moods are communicated through music (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">3. Identify music as an integral part of everyday life **//

<span style="color: #000080; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">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; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Evidence Outcomes: Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Identify, discuss, and respond to music written for specific purposes (such as holiday, march, lullaby) (DOK 1-2)
 * 2) <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 some specific cultural or geographical associations (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Use developmentally appropriate movements in responding to music from various genres, periods, and styles (rhythm, melody, form) (DOK 1-2)