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New Hampshire State Standards
Grade: Primary
Curriculum Standards:
sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo;
sing expressively, with appropriate dynamics, phrasing, and interpretation;
sing from memory a varied repertoire of songs representing genres and styles from diverse cultures;
sing ostinatos, partner songs, and rounds;
sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor
perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo;
perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments;
perform expressively a varied repertoire of music representing diverse genres and styles;
echo short rhythms and melodic patterns;
perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor;
perform independent instrumental parts while other students sing or play contrasting parts
improvise 'answers' in the same style to given rhythmic and melodic phrases;
improvise simple rhythmic and melodic ostinato accompaniments;
improvise simple rhythmic variations and simple melodic embellishments on familiar melodies;
improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means
create and arrange music to accompany readings or dramatizations;
create and arrange short songs and instrumental pieces within specified guidelines;
use a variety of sound sources when composing
read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures;
use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys;
identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing;
use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher
identify simple music forms when presented aurally;
demonstrate perceptual skills by moving to, inquiring about, and describing aural examples of music from various styles representing diverse cultures;
use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances;
identify the sounds of different instruments, including many orchestra and band instruments, andinstruments from various cultures, as well as children¿¿s voices and male and female adult voices;
respond through purposeful movement to selected prominent features in a piece of music
devise criteria for evaluating performances and compositions;
explain, using appropriate music terminology, personal preferences for specific musical works and styles
identify similarities and differences in the meanings of common terms used in the various arts;
identify ways in which the principles and subject matter of other disciplines are related to those of music
identify by genre or style aural examples of music from various historical periods and cultures;
describe in simple terms how elements of music are used in various world cultures;
identify many uses of music in their daily experiences and describe characteristics that make certain music suitable for each use;
identify and describe the roles of musicians in music settings and cultures;
demonstrate audience behavior appropriate for the context and style of music performed;
describe the way music has been a continuous part of the history of human culture
identify occupations in which people sing or play musical instruments ;
identify local resources where people can take part in singing;
identify professions where skills of arranging and composing music are used;
recognize that people evaluate music and music performances