Price Laboratory School Curriculum
Content Area (Course): Elementary General Music Grade Level: P/K thru 4th grade
Grade Level	Std #	Content Standard	Bmk #	Benchmark	PLS Unit/Activities	ITBS ITED	Other Assessments
P/K	01	Singing, alone and with others, a varied repertoire of music	01.00a	Students sing independently on pitch	Melody / "Good Morning" song as large group and individual (rote and instantaneously)
					Melody / "Who's got the Penny" -- song with circle game; identify solo voice
			01.00b	Students sing expressively, with appropriate dynamics and phrasing	Style / "How Are You" song as large group
					Tone Color / "Bought Me A Cat" -- Song with animal sound effects; performed by individual students
					Melody / "Jim Along Josie" (Oklahoma Folk Song) -- song with movement
					Melody / "On the Mountain" (Illinois Folk Song) -- circle formation, soloist in center (sol-mi)
					Melody / "Naughty Kitty Cat" (Hungarian children's song) -- sol-la singing with sound effects and circle game (cat and mouse)
					Harmony / "Closet Key" -- song with game, using dynamics as clues
			01.00c	Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures	Melody / concert pieces (annual spring); citizenship songs (monthly)
					Melody / "Miss Mary Mack" American folk song, rhyming word book making activity
					Beat / "Stop, Look and Listen" song with body percussion and book making activity
P/K	02	Performing on instruments, alone and with others, a varied repertoire of music	02.00.a	Students perform given rhythm	Rhythm / "Five Angels" song with simple bordun accompaniment (do & sol)		Simple, Level and Broken bordun accompaniments to pentatonic songs
			02.00.b	Students echo simple duple patterns on unpitched percussion instruments	Tone Color / "Instrument Exploration" -- unpitched percussion instrumental echo 4-beat patterns
			02.00.c	Students perform on pitched percussion instruments	Beat / "Sally Go 'Round" -- circle and name game with movement and simple bordun accompaniment on xylophones
			02.00.d	Students perform with steady beat (unchanging tempo)	Beat / "Bought me a Dog" -- song with passing game; steady simple bordun ostinato on xylophones
			02.00.e	Students perform with appropriate dynamics	Dynamics / visually, aurally identify Italian terminology (forte and piano)		Visual iconic representation --Card identification when listening
			02.00f	Students perform easy melodic patterns	Melody / "Five Angels" song -- opening 5-note motive of each phrase -- moving up by step
PK	03	Improvising melodies, variations, and accompaniments	03.00a	Students improvise body percussion motives in given elemental framework	Beat / "Follow the Leader" -- poem with steady BP ostinato accompaniment with student leaders
			03.00b	Students improvise an elemental rhythmic motive on unpitched percussion instruments	Beat / "Knockin'" -- two songs; UPP improvisation, sol-mi-la, uses puppets
			03.00.c	Students improvise melodically with given simple rhythm	Beat / "Star Light, Star Bright" -- song with improvisational section
PK	04	Composing and arranging music within specified guidelines	04.00a	Students create and arrange music to accompany readings or dramatizations	Beat / "Eensy, Weensy Spider" -- song with barred instrumental sound color
					Intro / "Froggy Goes to School" -- story (F. London) with UPP sound effects
PK	05	Reading and notating music	05.00a	Students read and notate quarter notes and eighth notes and quarter rests	Rhythm / "Engine #9" -- poem, notated visually as large group
			05.00b	Students read and write music in 2/4, 3/4 and 4/4 meter	Meter / "2-4-6-8" -- Poem, notated as group, identify meter with barlines and time signature		Worksheet MR 1-2
			05.00c	Students identify symbols and traditional terms referring to dynamics and tempo	Melody / "Rain, Rain" -- song with dynamic and tempo symbols		Worksheet BT 1-1 -- identifying fast and slow
			05.00.d	Students use rhythms syllables for identification	Rhythm / "Cobbler, Cobbler" -- poem, notated as large group, rhythmic identification
			05.00.e	Students identify standard symbols to notate meter, rhythm and dynamics in simple patterns presented by the teacher	Meter / "2-4-6-8" -- Poem, notated as group, identify meter with barlines and time signature		Worksheet MR 1-1
PK	06	Listening to, analyzing, and describing music	06.00a	Students identify simple music forms when presented aurally	Beat / "Two Part Dance" -- AB form with movement		WK 2-142
			06.00b	Students demonstrate perceptual skills by moving to music of various styles representing diverse cultures	Movement / "Les Salutes" -- French Canadian dance
			06.00c	Students use appropriate terminology in explaining music and music performances	Music Appreciation / "Carnival of the Animals"
					Music Appreciation / "The Feel of Songs for Fall"
			06.00d	Students identify the sounds of a variety of instruments	Tone Color / "Musical Max" -- story and video, identifying instruments by sight and sound
			06.00e	Students respond through purposeful movement while listening to music	Movement / "Cat and Mouse" -- movement reflecting style and characteristics of music
Unit II	01	Singing, alone and with others, a varied repertoire of music	01.01.a	Students perform / demonstrate / experience ostinatos	Form / "Riding in a Buggy" (Play-party song) AB form with movement; new partners
					Melody / "Diez Amigos" (Spanish counting song) -- multicultural book making activity
					Melody / "Frere Jacques" -- introduction of fa (pentatonic to hexatonic)
			01.00.b	Students sing independently on pitch	Melody / "Hello" -- question/answer, solo voices
			01.00.c	Students sing expressively, with appropriate dynamics and phrasing	Melody / "Cooperation Hop" -- citizenship song
					Melody / "Fishpole" -- song with instrumental accompaniment
					Melody / "Little Red Caboose" -- song with melodic contour analysis
			01.01.d	Students sing expressively a varied repertoire of music representing diverse genres and styles	Form / "Shiloh" (Missouri Play-Party) -- AB form with movement
					Beat / "Together" -- book, circle song with BP (indiv and partners) in levels
					Melody / "See Saw, Sacradown" -- song with contour analysis poster
					Melody / "Buildings" -- song, poster, creative movement activity
Unit II	02	Performing on instruments, alone and with others, a varied repertoire of music	02.01.a	Students perform on unpitched percussion instruments and maintain a steady tempo	Beat / "Rig-A-Jig-Jig" -- song with circle game -- individual students adding steady beat on unpitched instruments
			02.01.b	Students echo short rhythms and melodic patterns	Rhythm / "Jingle at the Window" -- song in rondo form with instrumental alternating sections
			02.01.c	Students perform on barred instruments simple borduns	Beat / "Larry Lobster" -- song with bordun accompaniment; circle passing game
			02.01.d	Students perform easy chordal patterns on classroom instruments	Harmony / Autoharp songs (packet or large group visuals)
			02.01.e	Students perform easy melodic patterns on barred instruments	Melody / Patterns -- individual music reading and playing -- Ss identify melodic pattern visually and aurally
			02.01.f	Students perform expressively a varied repertoire of music representing diverse genres and styles	Melody / "Who's Tapping" (Virginia Folk Song) -- song with instrumental accompaniment
Unit II	03	Improvising melodies, variations, and accompaniments	03.01.a	Students improvise "answers" in the same style to given rhythmic phrases / questions from teacher
			03.01.b	Students improvise simple rhythmic ostinato accompaniments to given poems	Beat / "Rumpity Tumpity" -- poem with BP and UPP following color coded poster
			03.01.c	Students improvise short songs and instrumental pieces, using a variety of sound sources, including found sounds, body percussion and sounds produced by electronic keyboards and computers	Rhythm / "Jelly in the Dish" -- rhythmic assignment with unpitched percussion instruments
			03.01.d	Students improvise "answers" in the same style to given rhythmic and melodic phrases	Beat /
			03.01.e	Students improvise movement, depicting style and text of music	Form / "Shiloh" (Missouri Play-Party) -- AB form with movement; A mvmt improvisation, B mvmt group circle
Unit II	04	Composing and arranging music within specified guidelines	04.01.a	Students create and arrange music to accompany readings or dramatizations	Rhythm / "How the Camel Got His Hump" -- story with song and bordunal accompaniment and sound effects
			04.01.b	Students create and arrange short songs and instrumental pieces within specified guidelines	Beat / "Rumpity Tumpity" -- poem with BP and UPP following color coded poster
Unit II	05	Reading and notating music	05.01a	Students read quarter notes and eighth notes and quarter rests
			05.01b	Students read and write music in 2/4, 3/4 and 4/4 meter
			05.01c	Students identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing
			05.01.d	Students use rhythms syllables and landmark staff notes for identification
			05.01.e	Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher
Unit II	06	Listening to, analyzing, and describing music	06.01.a	Students identify simple music forms when presented aurally	Beat / "Travel Song" -- movement exploration through dial exploration; AB form
			06.01.b	Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures
			06.01.c	Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances
			06.01.d	Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and voices
			06.01.e	Students respond through purposeful movement to selected prominent music characteristics while listening to music	Melody / "Buildings" -- song, poster, creative movement activity
3rd	01	Singing, alone and with others, a varied repertoire of music	01.03.a	Students perform rounds
			01.03.b	Students sing independently on pitch
			01.03.c	Students sing expressively a varied repertoire of music representing diverse genres and styles	Beat / "Going back to School" -- circle singing game with new names
			01.03.d	Students perform / demonstrate / experience ostinatos	Beat / "I'm In Trouble" -- poem with two ostinato verbal accompaniments
					Beat / "Higglety, Pigglty, Pop" -- poem with verbal ostinato
3rd	02	Performing on instruments, alone and with others, a varied repertoire of music	02.03.a	Students perform on unpitched percussion instruments and maintain a steady tempo
			02.03.b	Students perform on barred instruments simple and level borduns
			02.03.c	Students perfom chordal patterns on classroom instruments
			02.03d	Students echo short rhythms and melodic patterns
			02.03e	Students perform easy melodic patterns on barred instruments
3rd	03	Improvising melodies, variations, and accompaniments	03.03.a	Students improvise "answers" in the same style to given rhythmic phrases
			03.03.b	Students improvise simple rhythmic and melodic ostinato accompaniments
			03.03.c	Students improvise melodically with given rhythmic motive through visual and aural means
3rd	04	Composing and arranging music within specified guidelines	04.03.a	Students create and arrange music to accompany readings or dramatizations
3rd	05	Reading and notating music	05.03.a	Students read and write quarter notes and eighth notes, half notes, dotted half notes as well as corresponding rests.
			05.03.b	Students read and write music in 2/4, 3/4 and 4/4 meter
			05.03.c	Students identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing
			05.03.d	Students use rhythms syllables and landmark staff notes for identification
			05.03.e	Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher
3rd	06	Listening to, analyzing, and describing music	06.03.a	Students identify simple music forms when presented aurally	Form / "Weevily Wheat" (Texas Singing Game) -- AB form with multiplication facts in text
			06.03.b	Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures	Movement / "Paw-Paw Patch" (Midwest Play Party) -- strophic song with movement from two lines
			06.03.c	Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances	Beat / Brahms listening piece -- students identify tempo
			06.03.d	Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices
			06.03.e	Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music
4th	01	Singing, alone and with others, a varied repertoire of music	01.04.a	Students sing / experience / perform partner songs
			01.04.b	Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor
			01.04.c	Students perform expressively a varied repertoire of music representing diverse genres and styles	Beat / "Hi-Yo-Ipsi" -- Native American circle game & song -- with lummi sticks
4th	02	Performing on instruments, alone and with others, a varied repertoire of music	02.04.a	2a. Students perform on unpitched percussion instruments and maintain a steady tempo
				Students echo rhythms and melodic patterns	Beat / "Name-Game" -- circle game with BP
			02.04.b	Students perform on barred instruments borduns: simple, level, borken and cross-over
			02.04.c	Students perform chordal patterns (I, IV, V) on classroom instruments
			02.04.d	Students perform melodic patterns on barred instruments, in parts thru visual musical literacy and rote learning
			02.04.e	Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor
			02.04.f	Students perform independent instrumental parts while other students sing or play contrasting parts
4th	03	Improvising melodies, variations, and accompaniments	03.04.a	Students improvise "answers" in the same style to given rhythmic and melodic phrases
			03.04.b	Students improvise simple rhythmic and melodic ostinato accompaniments
			03.04.c	Students improvise short songs and instrumental pieces, using both pitched and unpitched instruments as well as found sounds and body percussion
4th	04	Composing and arranging music within specified guidelines	04.04.a	Students create / arrange songs and instrumental pieces within specified guidelines
4th	05	Reading and notating music	05.04.a	Students read and write quarter notes and eighth notes, half notes, dotted half notes and sixteenth notes as well as corresponding rests.
			05.04.b	Students read and write music in 2/4, 3/4 and 4/4 meter
			05.04.c	Students identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing
			05.04.d	Students use rhythms syllables and landmark staff notes for identification
			05.04.e	Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher
4th	06	Listening to, analyzing, and describing music	06.04.a	Students identify simple music forms when presented aurally
			06.04.b	Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures
			06.04.c	Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances
			06.04.d	Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices
			06.04.e	Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music
			06.04.f	Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music
4th	07	Evaluating music and music performances	07.04.a	Students devise criteria for evaluating performances and compositions
			07.04.b	Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles
4th	08	Understanding relationships between music, the other arts, and disciplines outside the arts	08.04.a	Students identify similarities and differences in the meanings of common terms used in the various arts
4th	09	Understanding music in relation to history and culture	09.04.a	Students identify by genre or style aural examples of music from various historical periods and cultures
			09.04.b	Students describe in simple terms how elements of music are used in music examples from various cultures of the world
			09.04.c	Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use
			09.04.d	Students demonstrate audience behavior appropriate for the context and style of music performed
5th	01	Singing, alone and with others, a varied repertoire of music
							"Hambone" (Afro-American Clapping Song) -- song with body percussion ABAB form
5th	02	Performing on instruments, alone and with others, a varied repertoire of music
5th	03	Improvising melodies, variations, and accompaniments
5th	04	Composing and arranging music within specified guidelines
5th	05	Reading and notating music
5th	06	Listening to, analyzing, and describing music
6th	01	Singing, alone and with others, a varied repertoire of music
6th	02	Performing on instruments, alone and with others, a varied repertoire of music
6th	03	Improvising melodies, variations, and accompaniments
6th	04	Composing and arranging music within specified guidelines
6th	05	Reading and notating music
6th	06	Listening to, analyzing, and describing music