First grade standards: music

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First Grade Standards - Music 

These are from the Washington State Learning Standards


(1) - Music - The student understands and applies arts knowledge and skills in dance, music, theatre, and visual arts.

  • (1.1) Understands and applies music concepts and vocabulary.
    • (1.1.1) Understands and applies the elements of music while creating, performing, and responding to music.
    • Beat and Rhythm
      • Identifies and uses long and short sounds and silence.
      • Counts quarter notes and rests and paired eighth notes using a steady beat.
      • Identifies repetition and contrast in beat and rhythm.
    • (1.1.2) Understands and applies the elements of music while creating, performing, and responding to music.
    • Pitch and Melody
      • Demonstrates that sounds can move up or down, or stay the same.
      • Identifies (aurally and visually) melodic phrases that move upward and downward.
      • Sings and plays short melodic patterns.
      • Recognizes aurally and sings intervals using sol-mi-la-do or other melodic systems.
      • Sings simple songs in tune while matching teacher’s pitches.
      • Recognizes the difference between melody and accompaniment
    • (1.1.3) Understands and applies the elements of music while creating, performing, and responding to music.
    • Harmony, Texture, and Timbre/Tone Color
      • Recognizes a variety of musical timbres.
      • Identifies the timbre of voices and instruments.
      • Experiences the differences and/or similarities between chants and songs.
    • (1.1.4) Understands and applies the elements of music while creating, performing, and responding to music.
    • Form
      • Recognizes that music has an overall structure.
      • Identifies repetition and contrast in music.
      • Describes and performs various musical forms.
      • Demonstrates call and response, echo songs, and rounds.
      • Demonstrates music phrases physically and orally by singing and playing instruments and by using the body to represent or act out the phrase.
    • (1.1.5) Understands and remembers the elements of music while creating, performing, and responding to music.
    • Expression: Dynamics, Style, Tempo, Phrasing
      • Understands and uses loud-quiet (dynamics) and fast-slow (tempos).
      • Experiences various musical styles through listening. 
      • Understands and uses fast-slow when singing and playing instruments.
  • (1.2) Develops music skills and techniques.
    • (1.2.1) Analyzes, understands, and applies skills and techniques while creating, performing, and responding.
      • Explores musical skills and techniques with teacher’s direction and assistance:
        • Reading Music
        • Performing
        • Composing
        • Sight Singing/Reading
        • Playing Instruments
        • Singing
        • Improvising
        • Conducting
        • Chanting
        • Demonstrates appropriate care of musical instruments.
  • (1.3) Understands and applies music genres and styles of various artists, cultures, and times. 
    • (1.3.1) Remembers and recalls musical experiences of diverse genres, artists, cultures, and/or times.
      • Describes musical experiences from the community, culture, and traditions of the students.
      • Experiences music from various cultures and traditions.
  • (1.4) Understands and applies audience conventions in a variety of arts settings and performances for music.
    • (1.4.1) Remembers and applies audience conventions in a variety of musical settings and performances.
      • Demonstrates how to focus attention during a music performance.
(2) - Music - The student uses the artistic processes of creating, performing/presenting, and responding to demonstrate thinking skills in dance, music, theater, and visual arts.

  • (2.1) Applies a creative process to music. (Identifies, explores, gathers, interprets, uses, implements, reflects, refines, and presents/performs)
    • (2.1.1) Remembers, understands, and applies a creative process to create music:
      • Demonstrates a creative process:
      • Explores music elements to create music.
      • Gathers and uses musical elements to create music.
      • Uses ideas and skills to create music through guided exploration.
      • Implements choices of music elements to create music.
      • Refines music through feedback.
      • Performs music for self and others.
  • (2.2) Applies a performance process to music. (Identifies, selects, analyzes, interprets, rehearses, adjusts, refines, presents, produces, reflects, and self-evaluates.)
    • (2.2.1) Remembers and understands how to use a performance process when preparing and performing music.
    • Demonstrates a performance process: 
      • Rehearses and presents music for performance
  • (2.3) Applies a responding process to a music performance and/or presentation. (Engages, describes, analyzes, interprets, and evaluates.)
    • (2.3.1) Remembers, understands, and applies a responding process when experiencing music.
    • Demonstrates a responding process:
      • Engages the senses actively and purposefully while experiencing music.
      • Describes what is seen, felt, and/or heard (perceived/experienced) when responding to music.

(3) - Music - The student communicates through the arts (dance, music, theater, and visual arts).

  • (3.1) Uses music to express feelings and present ideas.
    • (3.1.1) Remembers and understands how music is used to express feelings and present ideas.
      • Identifies and examines how feelings are expressed through music.
  • (3.2) Uses music to communicate for a specific purpose.
    • (3.2.1) Remembers and understands how music communicates for a specific purpose.
      • Describes (with teacher’s direction) music that communicates for a given purpose.
      • Discusses how musical styles and genres can be used to communicate for a specific purpose.
  • (3.3) Develops personal aesthetic criteria to communicate artistic choices in music.
    • (3.3.1) Remembers that personal aesthetic criteria are used to communicate artistic choices.
      • Describes (with teacher’s direction) how personal aesthetic choices in music are influenced by culture and history.
      • Identifies personal aesthetic choices in music.

(4) - Music - The student makes connections within and across the arts (dance, music, theater, and visual arts) to other disciplines, life, cultures, and work.

  • (4.1) Demonstrates and analyzes the connections among the arts disciplines (dance, music, theatrer, and visual arts).
    • (4.1.1) Remembers skills, concepts, and vocabulary that music has in common with other arts disciplines.
      • Explores, identifies, and demonstrates concepts common to the arts disciplines.
      • Uses common arts vocabulary when describing artworks. 
  • (4.2) Demonstrates and analyzes the connections among the arts and between the arts and other content areas.
    • (4.2.1) Remembers skills, concepts, and vocabulary that music has in common with other content areas.
      • Explores and identifies concepts common to the arts and other areas.
  • (4.3) Understands how the arts impact and reflect personal choices throughout life.
    • (4.3.1) Remembers how music impacts personal choices, including choices made at home and in school.
      • Identifies how music impacts choices made at home and with one’s family.
      • Describes a specific piece of music from home and family.
      • Recognizes examples of music in the classroom and school.
  • (4.4) Understands how the arts influence and reflect cultures/civilization, place, and time.
    • (4.4.1) Remembers the specific attributes of a musical work that reflect its cultural and historical context.
      • Describes a specific piece of music from a given culture.
  • (4.5) Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
    • (4.5.1) Remembers and understands how music knowledge, skills, and work habits are used in the world of work, including careers in music.
      • Explores and practices work habits needed to create music.
      • Shares and demonstrates different music-related careers and work habits through creative dramatics.