1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment
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a. Classify band and orchestra instruments by sight according to methods of sound production such as blow, pluck and bow, strike, and shake
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b. Identify call-and-response and verse-and-refrain when presented aurally
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c. Listen to, perform, and describe music that illustrates fast/slow, loud/soft (quiet), long/short, high/low
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d. Identify and describe environmental sounds
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e. Listen to, perform, and describe music in major and minor modes
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2. Experience performance through singing, playing instruments, and listening to performances of others
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a. Use the head voice to sing a varied repertoire of songs, singing games, and songs with instrumental accompaniment, matching pitches within an age-appropriate vocal range
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b. Describe the differences among adult male voices, adult female voices, and children's voices
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c. Echo a variety of short rhythmic and melodic patterns (quarter note, two eighths connected, half note, whole note, and quarter rest)
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d. Demonstrate the ability to maintain a steady beat through singing, speaking, and playing classroom instruments
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e. Perform and identify simple and compound meters
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f. Sing one part of a 2-part round while the teacher sings the other part
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g. Perform an ostinato while other students perform a contrasting ostinato
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h. Use good singing and playing posture as demonstrated by the teacher
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i. Sing from memory a varied repertoire of songs representing genres and styles from diverse world cultures
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j. Listen to a group of voices singing and differentiate between blending voices and voices which are not blending
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k. Describe and demonstrate appropriate audience behavior
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3. Respond to music through movement
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a. Create movement patterns for music and describe the relationships of movement to music
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b. Demonstrate ability to maintain steady beat through locomotor and non-locomotor movement
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c. Demonstrate sequences of movement in singing games
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d. Identify meter in aural music examples and convey the meter through movement
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4. Experiment with standard and individually created symbols to represent sounds
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a. Identify and apply 2, 3, 4, and 6 as representing meter in aural and visual examples
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b. Experiment with standard and non-standard notation to represent simple melodies or melodic patterns
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