Kindergarten:
1. Singing, alone and with others, a varied repertoire of music:
a. I can sing simple melodies using my appropriate head voice, accompanied and unaccompanied by music.
b. I can echo simple singing and speech patterns.
c. I can sing many songs that show different genres, tonalities, meters, and cultures, including foreign language songs.
2. Performing on instruments, alone and with others, a varied repertoire of music:
a. I can echo rhythmic patterns using my body (body percussion) as well as classroom instruments with correct technique.
b. I can perform a steady beat using my body as well as classroom instruments with correct technique.
3. Reading and notating music:
a. I can read simple music notation of quarter notes and rests using non- traditional and traditional symbols.
b. I can identify non-traditional and traditional symbols of rhythmic patterns that my teacher plays.
c. I can read how a melody moves
4. Improvising melodies, variations, and accompaniments:
a. I can make up rhythm patterns using body percussion
b. I can make up sounds of weather, animals, and other sound effects
5. Composing and arranging music within specified guidelines:
a. I can create sound effects and movements to play/sing with songs, poems and stories.
b. I can create simple rhythm patterns including quarter notes and rests using traditional music notes or non-traditional symbols.
c. I can create new words for familiar melodies.
6. Listening to, analyzing, and describing music:
a. I can tell the difference between opposites (high/low, loud/soft, fast/slow, and how music instruments sound)
b. I can describe music using music words(high/low, loud/soft, fast/slow, long/short)
c. I know what our classroom instruments are when I see and hear them.
d. I can tell if a man, woman, or child is singing.
7. Evaluating music and music performances
a. I can tell if a musical performance done by myself or my class are good or
if we need to improve.
b. I can explain why I like or do not like certain music.
8. Understanding relationships between music, the other arts, and disciplines outside the arts(cross-curricular activities):
a. I can tell that there is a relationship between music and other arts (dancing, painting, acting)
b. I can tell that there is a relationship between music and other subjects in school.
9. Understanding music in relation to history and culture:
a. I can sing, listen, and move to music that we listen to during holidays.
b. I can describe how sounds and music are used every day.
c. I can show appropriate audience behavior.
10. Moving, alone and with others, to a varied repertoire of music:
a. I can respond to contrast and events in music by moving from place to place or standing still.
b. I can perform movements that are in order, or free movement, to music.
1st grade:
1. Singing, alone and with others, a varied repertoire of music:
a. I can sing melodies using my correct singing voice with and without accompaniment.
b. I can echo singing and speech patters and perform call and response songs.
c. I can sing from memory songs showing various styles, tonalities, meters, and cultures including foreign language songs.
2. Performing on instruments, alone and with others a varied repertoire of music:
a. I can echo rhythm patterns using body percussion and classroom instruments correctly.
b. I can perform a steady beat and rhythm patterns using body percussion and classroom instruments correctly.
3. Reading and notating music:
a. I can read simple music symbols including quarter notes, quarter rests, and paired eighth notes using traditional and non-traditional music symbols.
b. I can identify traditional and non-traditional symbols of simple quarter note, quarter rest, and paired eighth note patterns that my teacher performs.
c. I can read the way a melody moves and simple melody patterns within a music staff.
4. Improvising melodies, variations, and accompaniments:
a. I can improvise simple body percussion patterns
b. I can improvise soundscapes like weather, animals, and other sound effects
5. Composing and arranging music within specified guidelines
a. I can create sound effects and movements to accompany songs, poems, and stories.
b. I can create simple rhythmic patterns that include quarter notes, quarter rests, and paired eighth notes using traditional and non-traditional music symbols.
c. I can create new words for familiar melodies.
6. Listening to, analyzing, and describing music:
a. I can tell the difference between opposites (pitch, dynamics, tempo, and timbre) in various pieces of music.
b. I can describe music using correct vocabulary (high/low, loud/soft, fast/slow, long/short)
c. I can identify classroom instruments by sight and sound using correct names
d. I can tell the difference between men's, women's, and children's voices.
7. Evaluating music and music performances:
a. I can tell if a musical performance done by myself or my class are good or
if we need to improve.
b. I can explain why I like or do not like certain music.
8. Understanding relationships between music, the other arts, and disciplines outside the arts(cross-curricular):
a. I can tell that music and other forms of art (drawing, dancing, acting, etc.) are connected.
b. I can tell that music and other school subjects (science, math, reading, ELA, and social studies) are connected.
9. Understanding music in relation to history and culture:
a. I can sing, listen, and move to music that is patriotic.
b. I can describe how music is used in our daily lives
c. I can show appropriate audience behavior
10. Moving, alone and with others, to a varied repertoire of music:
a. I can respond to opposites in music by moving from place to place or standing still.
b. I can perform movements by steps or free movements to music.
2nd grade:
1. Singing, alone and with others, a varied repertoire of music:
a. I can sing 5-note songs using my voices correctly.
b. I can echo speech canons, rounds, and ostinatos.
c. I can sing from memory songs showing various styles, tonalities, meters, and cultures including foreign language songs.
2. Performing on instruments, alone and with others a varied repertoire of music:
a. I can perform a steady beat and rhythm patterns using body percussion and classroom instruments correctly.
b. I can perform body percussion and instrumental parts while others sing or play parts that are different.
c. I can perform 2 or 3 note melodic patterns using instruments correctly.
3. Reading and notating music:
a. I can read simple music symbols including quarter notes, quarter rests, and paired eighth notes, and half notes using traditional and non-traditional music symbols.
b. I can identify traditional and non-traditional symbols of simple quarter note, quarter rest, paired eighth note, and half note patterns that my teacher performs.
c. I can read simple melodies in a treble clef staff.
4. Improvising melodies, variations, and accompaniments:
a. I can improvise simple rhythmic patterns using a variety of sounds.
b. I can improvise 5 note melodies and accompaniments.
5. Composing and arranging music within specified guidelines
a. I can create sound effects to accompany songs, poems, and stories.
b. I can compose simple rhythmic patterns that include quarter notes, quarter rests, paired eighth notes, and half notes using traditional music symbols.
c. I can arrange rhythm patterns to create different sections of music.
6. Listening to, analyzing, and describing music:
a. I can name the form of the music.
b. I can describe music using correct vocabulary.
c. I can identify classroom and some instruments in the orchestra by seeing and hearing them.
d. I can tell the difference between one person and many people singing or playing and whether they are singing with background music or not.
7. Evaluating music and music performances:
a. I can tell if a musical performance done by myself or my class is good or
if I/we need to improve.
b. I can explain why I like or do not like certain music.
8. Understanding relationships between music, the other arts, and disciplines outside the arts(cross-curricular):
a. I can tell that music and other forms of art (drawing, dancing, acting, etc.) are connected.
b. I can tell that music and other school subjects (science, math, reading, ELA, and social studies) are connected.
9. Understanding music in relation to history and culture:
a. I can sing, listen, and move to music that is by famous Georgia musicians.
b. I can describe how music is used in our daily lives
c. I can show appropriate audience behavior
10. Moving, alone and with others, to a varied repertoire of music:
a. I can respond to opposites in music by moving from place to place by jumping, walking, hopping, or running or standing still and swaying, pushing, pulling, and bending in place.
b. I can perform movements by steps or free movements to music.
c. I can perform line and circle dances.
3rd grade:
1. Singing, alone and with others, a varied repertoire of music:
a. I can sing melodies within 8 notes using my correct singing voice with and without accompaniment.
b. I can perform with my classmates speech canons, rounds, and ostinatos.
c. I can sing from memory songs showing various styles, tonalities, meters, and cultures including foreign language songs.
2. Performing on instruments, alone and with others a varied repertoire of music:
a. I can perform rhythmic patterns using body percussion and instruments correctly.
b. I can perform simple body percussion and instrument parts while other students play different parts.
c. I can perform 5 note melody patterns using instruments correctly.
3. Reading and notating music:
a. I can read simple music symbols including quarter notes, quarter rests, and paired eighth notes, half notes, and whole notes using traditional symbols in 2/4 and 4/4 meter.
b. I can write down rhythm patterns my teacher plays.
c. I can read melodic patterns within a treble clef staff.
4. Improvising melodies, variations, and accompaniments:
a. I can make up simple rhythm patterns using a variety of sound sources and give rhythmic answers to rhythmic questions my teacher plays.
b. I can improvise 5 note melodies and accompaniments.
5. Composing and arranging music within specified guidelines
a. I can create rhythmic motives to enhance stories.
b. I can compose rhythmic patterns in 4/4 time.
c. I can compose simple melodic patterns.
d. I can create different sections to music by arranging rhythmic patterns.
6. Listening to, analyzing, and describing music:
a. I can identify the form of music.
b. I can describe music using correct vocabulary.
c. I can identify and classify instruments by seeing and hearing them.
d. I can tell the difference between one voice and many voices as well as accompanied vs. unaccompanied singing.
7. Evaluating music and music performances:
a. I can tell if a musical performance done by myself or my class is good or
if we need to improve.
b. I can explain why I like or do not like certain music.
8. Understanding relationships between music, the other arts, and disciplines outside the arts(cross-curricular):
a. I can tell that music and other forms of art (drawing, dancing, acting, etc.) are connected.
b. I can tell that music and other school subjects (science, math, reading, ELA, and social studies) are connected.
9. Understanding music in relation to history and culture:
a. I can sing, listen, and move to music that is from different parts of the world.
b. I can describe how music and musicians function in different cultures
c. I can show appropriate audience behavior
10. Moving, alone and with others, to a varied repertoire of music:
a. I can respond to opposites in music by moving from place to place by jumping, hopping, walking, or running or by standing still and swaying, pushing, pulling, and bending.
b. I can perform movements by steps or free movements to music.
c. I can perform line and circle dances with and without a partner.
4th grade:
1. Singing, alone and with others, a varied repertoire of music.
a. I can sing expressively using my correct singing voice.
b. I can sing and perform with my classmates speech canons, rounds, ostinati, and partner songs.
c. I can sing many songs representing different styles, tonalities, meters, and cultures including songs in a foreign language.
d. I can respond to cues of a conductor.
2. Performing on instruments, alone and with others, a varied repertoire of music:
a. I can perform melodic patterns from a major scale correctly.
b. I can perform instrument parts while other students sing or play different parts.
c. I can perform many songs from different styles, tonalities, meters, and cultures.
d. I can perform instrumental parts expressively while responding to cues of a conductor.
3. Reading and notating music:
1. I can read rhythmic patterns including quarter notes, quarter rests, eighth notes, half notes, dotted half notes, and whole notes using traditional symbols in 2/4, 3/4, and 4/4 meter.
2. I can write down rhythmic patterns that my teacher plays.
3. I can read melodies within a treble clef staff.
4. I can write down melodic patterns in a treble clef staff.
4. Improvising melodies, variations, and accompaniments:
a. I can make up rhythmic patterns using a variety of sound sources and answer rhythmic questions with a rhythmic answer.
b. I can make up simple 5 note melodies and accompaniments.
5. Composing and arranging music within specified guidelines:
a. I can create rhythmic and melodic motives to enhance stories.
b. I can create simple songs within a 5 note scale using 4/4, 2/4, and 3/4 meter.
c. I can create different sections to music by arranging rhythmic and melodic patterns.
6. Listening to, analyzing, and describing music:
a. I can tell what the form of the music is, where the introduction is, and where the coda is.
b. I can describe music, it's mood, and timbre by using appropriate music vocabulary words.
c. I can identify and classify orchestral and folk instruments by seeing and hearing them.
d. I can tell the difference between a band and an orchestra when I hear each one.
e. I can tell what voice part is singing when I hear it.
7. Evaluating music and music performances:
a. I can tell if a musical performance done by myself or my class is good or
if we need to improve.
b. I can explain why I like or do not like certain music.
8. Understanding relationships between music, the other arts, and disciplines outside the arts(cross-curricular):
a. I can tell that music and other forms of art (drawing, dancing, acting, etc.) are connected.
b. I can tell that music and other school subjects (science, math, reading, ELA, and social studies) are connected.
9. Understanding music in relation to history and culture
a. I can perform, listen, move, and tell the difference between music from the Baroque, Classical, Romantic, and Contemporary time periods.
b. I can recognize important composers from each time period.
c. I can describe the role that music and musicians had in each time period.
d. I can demonstrate appropriate audience behavior.
10. Moving, alone and with others, to a varied repertoire of music:
a. I can respond to the way a melody is moving, and opposites in music, by moving from place to place by running, walking, jumping, etc.
b. I can respond to the way a melody is moving and opposites in music by
standing still and swaying, bending, pushing, or pulling.
c. I can perform choreographed and non-choreographed movements.
d. I can perform dances from different cultures including folk dances with and without a partner.
5th grade:
1. Singing, alone and with others, a varied repertoire of music.
a. I can sing expressively using my correct singing voice.
b. I can sing and perform with my classmates speech canons, rounds, ostinati, and partner songs.
c. I can sing many songs representing different styles, tonalities, meters, and cultures including songs in a foreign language.
d. I can respond to cues of a conductor.
2. Performing on instruments, alone and with others, a varied repertoire of music:
a. I can perform melodic patterns from a major scale correctly.
b. I can perform instrument parts while other students sing or play different parts.
c. I can perform many songs from different styles, tonalities, meters, and cultures.
d. I can perform instrumental parts expressively while responding to cues of a conductor.
3. Reading and notating music:
1. I can read rhythmic patterns including quarter notes, quarter rests, eighth notes, half notes, dotted half notes, and whole notes using traditional symbols in 2/4, 3/4, and 4/4 meter.
2. I can write down rhythmic patterns that my teacher plays.
3. I can read melodies within a treble clef staff.
4. I can write down simple melodies in a treble clef staff.
4. Improvising melodies, variations, and accompaniments:
a. I can make up rhythmic patterns using a variety of sound sources and answer rhythmic questions with a rhythmic answer.
b. I can make up simple 5 note melodies and accompaniments.
c. I can perform simple rhythmic or melodic variations.
5. Composing and arranging music within specified guidelines:
a. I can create rhythmic and melodic motives to enhance stories.
b. I can create simple songs within a 5 note scale using 4/4, 2/4, and 3/4 meter.
c. I can create different sections to music by arranging rhythmic and melodic patterns of different styles.
6. Listening to, analyzing, and describing music:
a. I can tell what the form of the music is, where the introduction is, and where the coda is.
b. I can describe music, it's mood, and timbre by using appropriate music vocabulary words.
c. I can identify and classify orchestral, folk, and world instruments by seeing and hearing them.
d. I can tell what voice part is singing when I hear it.
7. Evaluating music and music performances:
a. I can tell if a musical performance done by myself or my class is good or
if we need to improve.
b. I can explain why I like or do not like certain music.
8. Understanding relationships between music, the other arts, and disciplines outside the arts(cross-curricular):
a. I can tell that music and other forms of art (drawing, dancing, acting, etc.) are connected.
b. I can tell that music and other school subjects (science, math, reading, ELA, and social studies) are connected.
9. Understanding music in relation to history and culture
a. I can perform, listen, move, and tell the difference between music from the Civil War to present.
b. I can describe the role that music and musicians had in each time period.
c. I can demonstrate appropriate audience behavior.
10. Moving, alone and with others, to a varied repertoire of music:
a. I can respond to the way a melody is moving, and opposites in music, by moving from place to place by running, walking, jumping, etc.
b. I can respond to the way a melody is moving and opposites in music by
standing still and swaying, bending, pushing, or pulling.
c. I can perform choreographed and non-choreographed movements.
d. I can perform dances from different cultures including folk dances with and without a partner.