1. Develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment
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1. Develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment
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1. Evaluate application of the elements of music and characteristics of musical sounds as they are used in a variety of genres and styles representative of world cultures
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a. Explain characteristics of band and orchestra instruments to support their belonging to the string, woodwind, brass, or percussion family
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a. Identify a variety of instruments by sight and sound, including the flute, clarinet, saxophone, trumpet, trombone, tuba, violin, cello, tympani, bass drum, snare drum, cymbals, and xylophone
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a. Identify traditional sources of musical sound, world instruments, and non-traditional sources, such as modified instruments, new instruments, and environmental sounds
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b. Identify theme and variation form in music when presented aurally
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b. Identify rondo form in music when presented aurally
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b. Identify and define standard music notation symbols for pitch and rhythm
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c. Read music notation including dynamics (p, f, mp, and mf), tempo (allegro, adagio, and moderato), and meter (2/2, 2/4, 4/4, 3/4, 6/8, and 5/4)
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c. Read music notation including dynamics (p, f, mp, mf, pp, and ff), tempo (allegro, adagio, moderato, and andante), and meter (2/2, 2/4, 4/4, 3/4, 6/8, 5/4, and 12/8)
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c. Listen to and describe music, with attention to form, genre, cultural influences, performance media, and other prominent elements of music
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d. Describe environmental sounds heard, with attention to rhythm
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d. Describe environmental sounds heard, with attention to tone color and intervals (same, step, skip)
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d. Categorize aural music examples representing diverse genres and world cultures, using musical terms
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e. Listen to and distinguish among voices as children's, adult male, and adult female
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e. Listen to and identify adult voices as soprano, alto, tenor, or bass
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e. Listen to and categorize music representing diverse genres and world cultures
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f. Listen to and identify instruments from various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar
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f. Listen to and describe instruments from various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar
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2. Experience performance through singing and playing instruments in general, vocal, and instrumental settings, and listening to performances of others
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2. Experience performance through singing and playing instruments in general, vocal, and instrumental settings, and listening to performances of others
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2. Develop the skills needed in the performance of music in general, vocal, and instrumental settings
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a. Perform accurately simple rhythms at sight from standard notation: tied notes (whole, half, and quarter combinations)
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a. Perform accurately simple rhythms at sight from standard notation: four sixteenth notes, eighth rests
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a. Demonstrate accuracy and independence in playing in ensembles on a variety of classroom instruments (8 measures)
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b. Sing and play a variety of music with accurate intonation and characteristic timbre
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b. Sing and play a varied repertoire of music representing diverse genres, styles, and world cultures, adhering to given expression markings
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b. Perform accurately vocal or instrumental music representing diverse genres and world cultures
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c. Sing partner songs and songs with descants accurately
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c. Sing songs accurately in simple two-part harmony using two-staff systems
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c. Sing with expression and technical accuracy a stylistically varied repertoire of vocal literature with a level of difficulty of 1, on a scale of 1 to 6, including some songs performed from memory (for students enrolled in vocal performance ensembles)
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d. Perform rhythmically and melodically correct ostinatos or chordal accompaniment patterns while other students sing or play contrasting parts
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d. Perform accurately and independently instrumental parts while other students sing or play contrasting parts
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d. Play with expression and technical accuracy a stylistically varied repertoire of instrumental literature with a difficulty of 1, on a scale of 1 to 6, including some solos performed from memory (for students enrolled in instrumental performance ensembles)
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e. Exhibit appropriate performance behavior
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e. Sing or play in groups, blending timbres, matching dynamic levels, and responding to the conducting cues of the teacher
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e. Sight-read, accurately and expressively, beginning ensemble literature for students enrolled in instrumental performance ensembles. For students enrolled in vocal performance ensembles, sight-read music with a level of difficulty of 1, on a scale of 1 to 6
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3. Respond to music through movement
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3. Respond to music through movement
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3. Respond to music through movement
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a. Perform singing games and traditional dances from a variety of world cultures
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a. Perform improvised movement to communicate meaning or feeling in music
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a. Communicate rhythmic and expressive intent through movement to music in simple and compound meters
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b. Conduct music in four meter
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b. Conduct music in three meter
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4. Experiment with standard and individually created symbols to represent sounds
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4. Experiment with standard and individually created symbols to represent sounds
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4. Read standard notation and apply it to the performance of music
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a. Read standard chord symbols and play the represented chords on classroom instruments (I and V chords)
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a. Read standard chord symbols and play the represented chords on classroom instruments (I, IV, and V chords)
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a. Read and perform music that includes whole, half, quarter notes and rests and two connected eighth notes grouped in duple, triple, quadruple, and mixed meters
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b. Write simple rhythm patterns from dictation using quarter, notes, two connected eighth notes, half notes, whole notes and corresponding rests in 2/4 and 3/4 time
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b. Write simple melodic patterns from dictation using quarter, eighth, half, whole, dotted half, four sixteenth notes, and corresponding rests (melodic range of five notes, 2 measures)
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b. Read and perform a variety of polyphonic music, including rounds and partner songs, through singing or on classroom instruments
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c. Create and notate short melodies on the treble staff, using standard notation (2 measures)
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c. Create and notate melodies on the treble staff using standard notation (4 measures)
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c. Use standard notation to record short dictated melodic phrases and rhythmic patterns (not more than two measures in duple, triple, or quadruple meters; not more than a one-octave diatonic range; rhythms no more complex than whole, half, and quarter notes and rests, and two connected eighth notes)
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d. Read and perform simple pitch and rhythm notation on the treble staff in the key of C major, using solfeggio or a comparable system
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d. Read and perform simple pitch and rhythm notation on the treble staff in the keys of F and G major, using solfeggio or a comparable system
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d. Identify occurrences of transposition in music by sight
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e. Identify contrasting musical ideas in aural and notated examples
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f. Read and perform a variety of polyphonic and homophonic music on classroom instruments
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g. Play simple melodies in treble clef at sight on classroom instruments (4 measures)
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h. Read and perform a variety of polyphonic and homophonic music at a difficulty level of 1, on a scale of 1 to 6 (for students in vocal and instrumental ensembles)
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i. Sight-read individually the melody and rhythm of selected four-measure passages from music at a difficulty level of 1, on a scale of 1 to 6 (for students enrolled in vocal and instrumental ensembles)
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