• During the First Trimester each grade level will be working on the following skills and concepts:

     KINDERGARTEN: Sing songs and play instruments, respond to music with movement, demonstrate the difference between a singing voice and a speaking voice and demonstrate steady beat.

     FIRST GRADE: Maintain a steady beat (R.1), steady beat vs. rhythm (R.2), four voice qualities (speak, sing, whisper, call) (M.1 & T.1), singing in tune (M.2), imitating melodic patterns (M.3), comparing high vs. low (M.4), performing ostinato rhythms (H.3), loud vs. soft (E.1), fast vs. slow (E.2), identifying the music staff (M.6), using Mi, So and La in melodic patterns (M.7).

     SECOND GRADE: Using So, Mi, Do and Re in melodic patterns (M.7), broken bordun (H.4), identifying phrases as same, similar or different (F.2), and forte vs. piano (E.1), Time Signatures (R.6), treble clef and pitches F, G, A, B (M.6).

     THIRD GRADE: Rhythm (R.4), time signatures (R.6), adding la and do' to melodic patterns (M.7), performing in 3 part instrument ensembles (H.3), singing partner songs and multi-part canons (H.1), arpeggiated borduns (H.4), and trio textures (H.6), Rhythm (R.4), time signatures (R.6).

     FOURTH GRADE: Rhythm (R.4), adding Fa in melodic patterns (M.7), performing in multi-part instrument ensembles (H.3),  mezzo-forte vs. mezzo-piano (E.1), and adagio vs. allegro E.2), Performing tonic, subdominant and dominant chords (H.5), improvise and compose ostinatos (H.7).

     FIFTH GRADE: Rhythm (R.4), fortissimo vs. pianissimo (E.1), and experiencing world instruments. (T.5), Identifying and performing major and minor tonalities (H.5), key signatures and accidentals (M.9).

     

    During the Second Trimester each grade level will be working on the following skills and concepts:

     KINDERGARTEN: Sing, play, or move at the appropriate time following a vocal/instrumental introduction, recognize and demonstrate expressive qualities of music: fast/slow and loud/soft and identify classroom instruments by sight and sound. 

    FIRST GRADE: Performing a speech ostinato (H.1), identifying melodic patterns that move up, down and stay the same (M.5), accompanied vs. unaccompanied vocal music (H.7), musical phrase as same vs. different (F.1 & 2), repeat signs (F.6), distinquishing between voice and instruments (T.2) and identifying the four orchestral families (T.4), performing simple borduns (H.4), performing tonic chords (H.5), solo vs. group texture (H.6).

     SECOND GRADE: Perform question and answer phrases (F.3), largo vs. presto (E.2), identifying the brass instruments (T.3), aurally identifying the four orchestral families (T.4), and identifying four unpitched percussion groups (metal, drum, scarper/shaker, wood (T.5), singing in two-part canons (H.1), performing ABA and verse/refrain sectional forms (F.4).

     THIRD GRADE:  Rhythm (R.4), Identifying band, orchestra and chorus (T.2), accelerando vs. ritardando (E.2) and identifying string instruments (T.3), Identifying and performing ABC sectional form (F.4), crescendo vs. decrescendo (E.1).

     FOURTH GRADE:  Rhythm (R.4), singing descants (H.1), performing moving borduns (H.4), identifying quartet textures (H.6), identifying woodwind instruments (T.3) and visually identifying individual orchestral instruments (T.4), perform rondo (ABACA) sectional form (F.4), identify four adult vocal registers: soprano, alto, tenor and bass (T.1).

     FIFTH GRADE: Rhythm (R.4), identifying the pitches on a grand staff (M.6), adding Ti to melodic patterns (M.7), independently singing two-part harmony (H.1), identifying andante and moderato (E.2), identifying percussion instruments (T.3) and aurally identifying individual orchestral instruments (T.4), identifying quintet texture (H.6).

     

    During the Third Trimester each grade level will be working on the following skills and concepts:

     KINDERGARTEN: Perform rhythmic patterns that include sounds and silences, create music through a variety of experiences, distinguish between tone colors, exhibit respect for the contributions of self and others in a music setting and recognize the relationships between music and other disciplines.

     FIRST GRADE: Recognize rhythmic patterns and phrases as similar or different (R.3 & F.2), employ quarter note & rest and eighth notes (R.4), recognize strong and weak beats (R.6), identify smooth and jerky (E.3), employ body percussion (H.2) and identify pitched and unpitched classroom instruments (T.3), call and response form (F.3), and AB sectional form (F.4).

     SECOND GRADE: Rhythm, (R.4) identifying an introduction (F.5), performing accents and fermata’s (E.3), create ostinati (H.7) and performing in a two-part instrument ensemble (H.3), identifying duet texture (H.6) and perform tonic and dominate chords (H.5).

     THIRD GRADE: Rhythm (R.4), treble staff pitches (M.6), identifying an introduction, interlude and coda (F.5), Do pentatonic patterns (M.8) and performing marcato, legato and staccato (E.3) and create accompaniment and ostinatos (H.7).

     FOURTH GRADE: Time signatures (R.6), Do and La Pentatonic patterns (M.8), 3 pitches on the recorder (M.10), Da Capa, Del Segno, Fine al Coda and multiple endings (F.6), identify a slur (E.3) and recognize melodic patterns that ascend, descend and repeat (M.4) and syncopation patterns (R.5).

     FIFTH GRADE: Identifying, notating and reading melodic patterns (M.8), and learning 2 additional pitches on the recorder (M.10), and metric counting (R.7).

     

    http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts/2013/music/std_finearts_music.pdf