Kindergarten Area Learning To Sing 4 The student always matches pitch and sings correct words.

The student is able to demonstrate steady beat with appropriate body movements all the time. The student is able to create own unique and appropriate movements to music. The movements reflect the style and character of the music. The student can always identify instrument families by sight and sound. 3 The student matches pitch and sings the correct words most of the time The student is able to demonstrate steady beat with appropriate body movements most of the time The student is consistently able to move appropriately to music. 2 The student matches pitch and sings the correct words some of the time. The student is able to demonstrate steady beat with appropriate body movements some of the time The student moves appropriately to music some of the time. 1 The student has great difficulty matching pitch and singing the correct words. The student has great difficulty demonstrating steady beat with appropriate body movements. The student has great difficulty moving to music appropriately.

Keeping a steady beat

Movement to Music

Identifying Instrument Families (Wind, String Percussion)

The student can identify instrument families by sight and sound most of the time.

The student can identify instrument families by sight and sounds some of the time. The student may be able to identify by sight but not sound, or vice versa.

The student has great difficulty identifying instrument families by sight and/or sound.

First Grade Area Echoing rhythmically and melodically 4 The student can echo patterns matching pitch and with the correct rhythm pattern all the time. The student can clap and say rhythm syllables correctly and in tempo all the time. The student can indicate repeated melodic or rhythmic patterns verbally or by body movements all the time. 3 The student can echo patterns matching pitch and with the correct rhythm pattern most of the time. The student can clap and say rhythm syllables correctly and in tempo most the time. The student can indicate repeated melodic or rhythmic patterns verbally or by body movements most of the time. 2 The student can echo patterns matching pitch and with the correct rhythm pattern some of the time. The student can clap and say rhythm syllables correctly and in tempo some of the time. The student can indicate repeated melodic or rhythmic patterns verbally or by body movements some the time. 1 The student has great difficulty echoing patterns that match in pitch and in rhythm. The student has great difficulty clapping and saying rhythm syllables correctly and in tempo. The student has great difficulty identifying repeated melodic or rhythmic patterns through verbal answers or body movements.

Reading simple rhythms

Recognize repeated patterns melodically and rhythmically

Identify flute, clarinet, trumpet, trombone, alto sax, and violin

The student can identify the flute, clarinet, trumpet, trombone, alto sax, and violin by sight and sound all the time.

The student can identify the flute, clarinet, trumpet, trombone, alto sax, and violin by sight and sound most of the time.

The student can identify the flute, clarinet, trumpet, trombone, alto sax, and violin by sight and sound some the time. Student may only be able to identify by sight but not sound, or vice versa.

The student has great difficulty identifying the flute, clarinet, trumpet, trombone, alto sax, and violin by sight and sound.

Second Grade Area Reading more advanced rhythms 4 The student can clap and say the correct rhythm syllables in tempo all the time. The student can create unique and appropriate ostinatos that contain an advanced element (advanced interval/rhythm). The student is able to echo an ostinato correctly all the time. The student can name 3 composers that have been studied in class and talk about distinguishing characteristics of each composer. The student can name and describe several styles of music. 3 The student can clap and say the correct rhythm syllables in tempo some of the time. The student can create appropriate ostinatos for a piece of music. Student is able to echo an ostinato correctly most of the time. 2 The student can clap and say the correct rhythm syllables in tempo most of the time. The student has difficulty creating own unique ostinato. Student is able to echo an ostinato correctly some of the time. 1 The student has great difficulty clapping and saying the correct rhythm syllables in tempo. The student has great difficulty creating their own unique ostinato and echoing an ostinato correctly.

Improvising and echoing ostinatos

2-3 Composer Studies

The student can name 2 or 3 composers and can talk about a distinguishing characteristic of one composer. The student can name and describe a couple of styles of music.

Basic Styles of Music

The student can name 1 or 2 composers. The student may have difficulty explaining any characteristics of any of the composers. The student can name one style of music or two styles of music. Student may have trouble describing the types of music.

The student has great difficulty naming composers and talking about any distinguishing characteristics. The student has great difficulty naming and describing any styles of music.

Third Grade Area Identifying Elements of Music (dynamics, tempos, forms, accompaniment, melody, note values) Identify intervals in regards to skip, step, repeat 4 The student can name, define, and identify several elements of music. 3 The student can name, define, and identify a couple of elements of music. 2 The student can name a couple elements of music but has difficulty defining and identifying the terms. The student can identify intervals in regards to skip, step, and repeat in the context of music notation some of the time. The student can identify by sight the lines and spaces of the treble clef some of time. 1 The student has great difficulty naming, defining, and indentifying elements of music.

The student can identify intervals in regards to skip, step, and repeat in the context of music notation all of the time. The student can identify by sight the lines and spaces of the treble clef all the time.

The student can identify intervals in regards to skip, step, and repeat in the context of music notation most of the time. The student can identify by sight the lines and spaces of the treble clef most of the time.

The student has great difficulty identifying intervals in regards to skip, step, and repeat in the context of music notation The student has great difficulty identifying the lines and spaces of the treble clef by sight.

Recognize by sight lines and spaces of the treble clef

Identify form (Partner songs, rounds, AB, ABA, Sonata ect)

The student can identify the song forms discussed in class all the time.

The student can identify the song forms discussed in class most of the time.

The student can identify the song forms discussed in class some of the time.

Student has great difficulty identifying the form of a song.

Fourth Grade Area Advanced singing using parts/harmony 4 The student can maintain pitch, rhythm and correct words in two parts and harmony all the time. The student can identify musical symbols and terms covered in class either verbally or orally all the time. The student maintains good hand position, tonguing, and fingering all of the time. The student treats the instrument with respect all the time. The student can accurately recognize the instruments of the orchestra by sight and sound all the time. 3 The student can maintain pitch, rhythm, and correct words in two parts and harmony most of the time. The student can identify musical symbols and terms covered in class either verbally or orally most of the time. The student good hand position, tonguing, and fingering most of the time. The student treats the instrument with respect most of the time. The student can accurately recognize the instruments of the orchestra by sight and sound most of the time. 2 The student can maintain pitch, rhythm, and correct words in two parts and harmony some of the time. The student can identify musical symbols and terms covered in class either verbally or orally some of the time. The student maintains good hand position, tonguing, and fingering some of the time. The student may frequently not treat the instrument with respect. The student can accurately recognize the instruments of the orchestra by sight and sound most of the time. The student may have 1 The student has great difficulty maintaining pitch, rhythm, and correct words. The student has great difficulty identifying musical symbols and terms covered in class. The student has great difficulty maintaining good hand position, tonguing, and fingering. The student has great difficulty treating the instrument with respect. The student has great difficulty accurately recognizing instruments of the orchestra by sight and by sound.

Correctly identify musical symbols and terms

Knowledge and position of wind instruments use of recorder (hand position, tonguing, fingering)

Recognize and indentify by sight and sound the instruments of the orchestra

difficulty identifying an instrument only by sight or only sound.

Fifth Grade Area Demonstrate critical think skills by creating a music project (poster, paper, oral presentation ect) on a composer, style or form Be able to write and indentify and perform rhythms and treble clef notes 4 The student demonstrated critical thinking skills through a music project. Project demonstrates evidence of students own research and ideas outside of classroom information. The student can write, identify, and perform notes and rhythms on the treble clef. able to compose own tune and perform it. The student is able to identify, name, and state facts about 3/3+ composers 3 The student demonstrated critical thinking through a music project. Project contains appropriate information covered from class. 2 The students music project was incomplete. 1 The student did not present a music project for class.

The student is able to write, indentify and perform rhythms and treble clef notes.

The student is able to write, indentify and perform rhythms and treble clef notes most or some of the time. The student is able to identify, name, and state facts about 1 composer.

The student has great difficulty writing, identifying, and performing rhythms and treble clef notes. The student has great difficulty identifying, naming, and stating facts about any composers. The student has great difficulty naming, identifying, and explaining any forms and any styles of music.

Be able to identify, name, and state facts about 2-3 composers

The student is able to identify, name, and state facts about 2 composers.

Able to identify, name, and explain 2-3 styles and 2-3 forms

The student is able to identify, name, and explain 3/3+ styles and 3/3+ forms of music

The student is able to identify, name, and explain 2 styles and 2 forms of music

The student is able to identify, name, and explain 1 style and 1 form of music.