1ST GRADE “I CAN” STATEMENTS – 1ST QUARTER
[Corresponding textbook unit from Spotlight on Concepts, if applicable]
§ Rules, routines, and classroom procedures
§ Perform sounds and movements to show the difference between steady beat and no steady beat [1]
§ Sing “The Ants Go Marching” after listening to “When Johnny Comes Marching Home”
§ Move to show recognition of louder and softer sounds [1]
§ Create upward and downward melodic patterns [1]
§ Create and perform 4-beat body percussion patterns [1]
§ Create sound patterns to match upward and downward patterns [1]
§ Move to show aural identification of long and short sounds [2]
§ Match longer and shorter movements to longer and shorter sounds in a song [2]
§ Move to show aural recognition of high and low sounds [2]
§ Identify higher and lower instrument sounds [2]
§ Speak, sing, whisper, or call when visually cued to show understanding of four ways to use the voice [2]
§ Signal to show recognition of solo and group sections of a song [2]
2nd GRADE “I CAN” STATEMENTS – 1ST QUARTER
[Corresponding textbook unit from Spotlight on Concepts, if applicable]
§ Rules, classroom procedures, and routines
§ Move to show higher and lower pitches [1]
§ Perform original melodies, accompanied by found sound instruments [1]
§ Identify and differentiate between beat and rhythm [1]
§ Identify quarter notes (TA-TA) [1] and eighth notes (TI-TI) [1]
§ Read and sing Mi, So [1]
§ Read and sing Do-mi-so [3]
§ Perform a poem following forte and piano indications
§ Find the same rhythmic pattern with quarter note, eighth note, and quarter rest [1]
§ Signal to show hearing a crescendo
§ Signal to identify symbols for crescendo and decrescendo [3]
§ Signal to show aural identification of a pattern with half note [3]
§ Identify half rest [3]
§ Identify instruments from the strings family [3]
§ Identify instruments from around the world [3]
§ Listen to and discuss role of a horn quartet (fanfare) – p. 86 [3]
§ Discuss the role of the pipe organist (crescendo/decrescendo) – p. 111 [3]
§ Discuss role of a string quartet
3rd GRADE “I CAN” STATEMENTS – 1ST QUARTER
[Corresponding textbook unit from Spotlight on Concepts, if applicable]
§ Classroom rules, procedures, and routines
§ Move to show the difference between beat and rhythm of the words [1]
§ Show lower and higher pitch patterns by clapping and snapping [1]
§ Show do, re, and mi through body gestures in response to notation as they read and sing a melody [1]
§ Read a rhythm pattern consisting of quarter notes, eighth notes, and quarter rests [1]
§ Signal to identify several groups of unpitched instruments [1]
§ Perform created 8-beat rhythm patterns containing quarter notes, eighth notes, and quarter rest [1]
§ Each student will demonstrate singing above the chest voice to get to the head voice
§ Sing Veterans Day repertoire with a light, clear head voice
§ Sing Veterans Day repertoire with accurate rhythm and pitch, along with appropriate expressive qualities
§ Identify dynamic and tempo differences between serious and upbeat songs from Veterans Day repertoire
§ Demonstrate proper dynamics within Veterans Day repertoire
4th GRADE “I CAN” STATEMENTS – 1ST QUARTER
[Corresponding textbook unit from Spotlight on Concepts, if applicable]
§ Classroom routines, rules, and procedures
§ Perform body percussion patterns to show 4/4 meter [1]
§ Point to visual representations of melodic contour to match them to musical examples in pieces from Spain [1]
§ Perform from notation rhythm patterns containing quarter note, eighth notes, half note, and quarter rest in a canon [1]
§ Signal to identify two phrases as alike, similar, or different [1]
§ Read and sing a pentatonic melody using pitch syllable names do, re, me, so, la [1]
§ Choose and perform sounds to enhance the expression of music [1]
§ Improvise pentatonic patterns [1]
§ Sing It’s Halloween repertoire with accurate rhythm and pitch and appropriate expressive qualities
§ Perform It’s Halloween repertoire
§ Perform It’s Halloween repertoire
§ Discuss the power and effect of properly-performed dynamics
§ Identify which dynamics (using appropriate vocabulary) are most effective in It’s Halloween
§ Perform choreography to correspond with It’s Halloween music
§ Discuss what you look for as an audience member in a fun concert
§ Reflect on personal and group performance at the Halloween concert using predetermined criteria
5th GRADE “I CAN” STATEMENTS – 1ST QUARTER
· Perform a piece of music, independently or in a group, with technical accuracy and expression
· Choose a woodwind, brass, string, or percussion instrument based on personal preference
· Produce a characteristic tone appropriate for my instrument in Band or Strings
· Identify and recognize in a piece of music the following: clef, key signature, meter signature, tempo, dynamic markings and note values
· Respond appropriately to cues of conductor