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General Music: 1st Grade: Standard 1.0 Singing
General Music: 1st Grade: Standard 1.0 Singing
Students will sing, alone and with others, a varied repertoire of music.
Level 1
Level 2
Level 3
Students will echo short melodic passages that use limited pitches. They will use hand
movements to show melodic direction (Curwen hand signs or directional movements.) The
teacher will assess for accuracy by observation of hand movements in relation to pitch.
Integration/Linkages
Students will perform on instruments, alone and with others, a varied repertoire of music.
Learning Expectations
Level 1
Level 2
Level 3
Students will maintain a steady beat while playing classroom unpitched percussion instruments.
The steady beat may accompany a song or recorded musical selection. The teacher will assess by
observation.
Integration/Linkages
Learning Expectations
Level 1
Level 2
Level 3
• Select appropriate classroom instruments and create musical accompaniments for stories.
After being read the book The Little Old Lady Who Was Not Afraid of Anything by Linda
Williams, students will create vocal sounds to represent the words, "Boo, Boo!" Students will
also choose classroom instruments or body percussion to improvise other key words in the story.
The teacher will assess student responses by evaluating the appropriateness of responses.
OR
After hearing the story of “Goldilocks and the Three Bears,” students will use high, middle or
low voices to appropriately interpret the characters in the story. The teacher will assess student
responses by listening for the correct vocal registers.
Integration/Linkages
Learning Expectations
Level 1
• Arrange melodic icons into high and low patterns (e.g., so and mi).
Level 2
• Compose melodies for short phrases of text using limited pitches (e.g., so and mi).
Level 3
• Create melodies with limited pitches for short poems or nursery rhymes.
The student will create a two-pitch (so - mi) melody for a given text by arranging manipulatives
into melodic contours. Each manipulative will represent one syllable of text and may be placed
to represent one of the two pitches. The teacher will assess for understanding based on
observation.
Integration/Linkages
Learning Expectations
5.1 Demonstrate an understanding of symbols which represent beat and rhythmic patterns.
Level 1
• Recognize symbols which represent a rest or one sound per steady beat.
Level 2
• Read symbols which represent a rest, and one or two sounds per steady beat.
Level 3
• Read and perform symbols which represent a rest, and one or two sounds per steady beat.
The student will read aloud symbols that represent one or two sounds per steady beat. They will
perform a silent movement to show rests. The teacher will assess for accuracy of speech and
movement responses.
Integration/Linkages
Learning Expectation
Level 1
Level 2
• Identify repeated rhythmic patterns in familiar songs.
• Identify two contrasting sections in a song (e.g., A B).
• Analyze the mood in contrasting selections of music by drawing a representation of the
sounds heard or using appropriate movement.
• Differentiate (with eyes closed) between one or many instruments when they are
performed in the classroom.
Level 3
The students will perform a song that has two distinct sections, such as “Old Dan Tucker,” “Old
Joe Clark” or “Hunt the Cows.” While singing, they will perform contrasting movements to
indicate the different sections. The teacher will assess for correct responses based on
observation of movement changes.
Integration/Linkages
Learning Expectations
7.1 Interpret emotions that are associated with selected musical examples.
Level 1
Level 2
• Identify the emotions expressed in musical selections.
Level 3
The student will move expressively with a manipulative, such as a streamer or scarf, to show the
expressive qualities in recorded music that is slow and smooth, such as “The Swan” or “The
Aquarium” from Carnival of the Animals by Camille Saint-Saens. The teacher will observe
movement responses. (A videotape may be useful.)
Integration/Linkages
Students will understand relationships between music, the other arts, and disciplines outside the
arts.
Learning Expectations
Level 1
Level 2
Level 3
• Explore the relationship between story and song sequencing (e.g., beginning, middle and
ending).
Sample Performance Task
The students will learn cumulative songs such as “I Know an Old Lady Who Swallowed a Fly”
or “I Bought Me a Cat.” As a group, students will retell the events in the narrative, or create new
verses. They will experience various illustrated books that tell these stories and compare
versions. The teacher will assess for understanding based on student participation.
Integration/Linkages
Language Arts.
Learning Expectations
Level 1
Level 2
Level 3
The students will sing and move to the African American song, “All Around the Kitchen.” They
will learn how long ago children made up this song while playing outside the kitchen, hoping to
receive some fresh-baked treats. The teacher will assess understanding by student responses to
questions and class participation.
Integration/Linkages
Language Arts, Social Studies, History.