MUSIC CONTENT STANDARDS

Standard 1: Students, alone or with others, sing and/or play instruments, using a varied repertoire of music.

Standard 2: Students read and notate music.

Standard 3: Students create music.

Standard 4: Students listen to, respond to, analyze, evaluate, and describe music.

Standard 5: Students understand music in relation to history and a variety of cultures.

Standard 1: Students, alone or with others,

sing and/or play instruments,

using a varied repertoire of music.

Benchmarks – Grades 3-4

As students demonstrate beginning music skills in singing and playing instruments, they will

A. move, sing, and play with a steady beat;

Examples for meaning:

3-4: Play a variety of stick games from other cultures (for example, Northwest Coastal Native American lummi sticks; "Kapulu Kane" Hawaiian stick game; and "Hei Tama Tu Tama" Maori stick game).

B. sing and play in rhythm and demonstrate beginning pitch recognition;

Examples for meaning:

3-4: Echo melodic patterns using recorders.

C. sing and play using correct posture and breathing techniques;

Examples for meaning:

3-4: (1) Demonstrate good posture while correctly holding and playing a recorder; or

(2) Play a single musical phrase with one breath on a recorder,

D. move, sing, and play expressively with appropriate dynamics, phrasing, and interpretation;

Examples for meaning:

3-4: Perform in a simple Orff ensemble.

E. perform easy rhythmic, melodic, and chordal patterns accurately on rhythmic, melodic, and harmonic classroom instruments;

Examples for meaning:

3-4: Combine a beat with two additional rhythmic patterns while singing.

F. sing and play ostinati, partner songs, and rounds;

Examples for meaning:

3-4: Sing "I Love the Mountains" as a three-part round. Add movements or body percussion.

G. respond to conducting cues;

Examples for meaning:

3-4: Perform a body percussion canon several times, changing entrances as indicated by a conductor.

H. sing and play music representing various cultures and styles;

Examples for meaning:

3-4: Sing, dance, and play tambourine to "Artsa Allnu. ''

I. demonstrate beginning ensemble skills;

Examples for meaning:

3-4: Accompany a pentatonic recorder song with tone bars or handchimes.

J. participate in a variety of musical ensembles.

Examples for meaning:

3-4: Participate in a variety of small group and large group activities, such as, but not limited to, recorder ensemble, vocal solo, large chorus, small rhythmic ensemble, dance ensemble, Orff ensemble, keyboard solo.

Standard 2: Students read and notate music.

Benchmarks — Grades 3-4

As students demonstrate beginning music skills in reading and notating music, they will

A. identify and read rhythmic patterns using whole, half, dotted half, quarter, eighth, triplet eighth notes, and rests;

Examples for meaning:

3-4: Create student or animal names using whole, half, dotted half, quarter, and eighth note patterns

B. read and notate simple melodic and rhythmic patterns using traditional and, when appropriate, nontraditional music notation;

Examples for meaning:

3-4: Play Twister to identify lines and spaces on treble clef staff

C. identify symbols and traditional terms that refer to dynamics, tempo, and meter;

Examples for meaning:

3-4: Place bar lines appropriately in a familiar song.

D. explore current music technology.

Example for meaning:

3-4: Use a CD-ROM, such as, but not limited to, "Music Ace,

Standard 3: Students create music.

Benchmarks – Grades 3-4

B. create simple rhythmic and melodic patterns;

Examples for meaning:

3-4: Create an eight-beat melodic phrase in a pentatonic scale.

C. create short compositions within a given framework such as, but not limited to, ABA form, rondo form, rhythmic and melodic ideas, tempo and/or dynamic changes; and

Examples for meaning:

3-4: Create a rondo composition using speech and body percussion.

D. create short compositions using a variety of sound sources (for example, electronic or acoustic instruments, voice, environmental sounds, or other sound producing objects

Examples for meaning:

3-4: Input a short melody with an accompanying ostinato to a sequencing program using two different instrument patched.

Standard 4: Students listen to, respond to,

analyze, evaluate, and describe music.

Benchmarks— Grades 3-4

As students demonstrate basic skills in listening, responding to, analyzing, evaluating, and describing, they will

A. listen to a variety of musical styles and genres;

Examples for meaning:

3-4: Listen to rhythmic patterns in Native American music and African music.

C. identify musical elements and expressive qualities using appropriate musical vocabulary;

Examples for meaning:

3-4: Draw the changes in dynamics to illustrate the layering of instruments in Ravel's Bolero. Label with appropriate dynamic markings.

D. respond to music in a variety of ways;

Examples for meaning:

3-4: Show changing tempo by tapping the beat during Grieg's "In the Hall of the Mountain King."

E. identify contrasts of timbre;

Examples for meaning:

3-4: Identify a variety of African musical instruments.

G. demonstrate appropriate audience behavior.

Examples for meaning:

3-4: Use applause as the appropriate response to a performance.

Standard 5: Students understand music

in relation to history and a variety of cultures.

Benchmarks – Grades 3-4

As students demonstrate beginning understanding of music in history and a variety of cultures, they will

A. participate in cultural activities in an appropriate manner;

Examples for meaning:

3-4: Listen to contemporary Native American performers such as, but not limited to, R. Carlos Nakai, Bryan Akipa, Calvin Standing Bear, James Tomes, and Sharon Burch.

B. identify how elements of music are used in examples from various cultures; and

Examples for meaning:

3-4: (1) Find examples of polyrhythms in African music. or (2) Learn about instruments from other countries by exploring resources, such as, but not limited to, Microsoft's CD-ROM "Musical Instrument . "