• These are Learning Targets for the K-5 Elementary Music Curriculum. Grades 4-5 are printed in red.

    Key Element 1: Rhythm

    • Beat (K-3)
      • R.1.K: I can experience the steady beat of a piece of music. (K.MU.Cr.1.1.a)
      • R.1.1: I can experience the steady beat of a piece of music. (1.MU.Pr.4.2.a)
      • R.1.2: I can show the steady beat of a piece of music with a group. (2.MU.Pr.4.2.a)
      • R.1.3: I can independently show the steady beat of a piece of music. (3.MU.Pr.6.1.a)
    • Duration (K-5)
      • R.2.K: I can experience notation through iconic representation. (K.MU.Cr.1.1.a)
      • R.2.1: I can read and notate rhythm pattern combinations using quarter notes and rests and paired eighth notes. (1.MU.Pr.4.2.b)
      • R.2.2: I can read and notate rhythm pattern combinations using quarter notes and rests, paired eighth notes and half notes and rests. (2.MU.Pr.4.2.b)
      • R.2.3: I can read and notate rhythm pattern combinations using quarter notes and rests, paired eighth notes, half notes and rests and whole notes and rests. (3.MU.Pr.4.2.b)
      • R.2.4: I can read and notate rhythm pattern combinations using quarter note and rest, paired eighth notes, half note and rest, dotted half note and whole note and rest. (4.MU.Pr.4.2.b)
      • R.2.5: I can read and notate rhythm pattern combinations using quarter notes and rests, paired eighth notes, half note and rest, dotted half note, whole note and rest and sixteenth notes. (5.MU.Pr.4.2.b)
    • Meter (4-5)
      • R.3.4: I can label 2/4, 3/4, and 4/4 time signatures. (4.MU.Pr.4.2.a)
      • R.3.5a: I can identify duple and triple meters through listening. (5.MU.Pr.4.2.a)
      • R.3.5b:  I can compose rhythm patterns to match a given time signature. (5.MU.Cr.1.1.b)

     Key Element 2: Melody

    • High/Low (K)
      • M.1.K: I can identify high and low sounds. (K.MU.Pr.4.2.a)
    • Melodic Contour (1-2)
      • M.2.1: I can identify upward and downward melodic movement. (1.MU.Pr.4.2.a)
      • M.2.2: I can identify repeated pitches, steps, skips, and leaps. (2.MU.Pr.4.2.b)
    • Pitch (1-5)
      • M.3.1: I can follow high and low pitches on a two-line staff. (2.MU.Pr.4.2.b)
      • M.3.2: I can follow melodic contour on a five-line staff. (2.MU.Pr.4.2.b)
      • M.3.3: I can accurately label the pitches of the five lines and four spaces on the treble staff. (3.MU.Pr.4.2.b)
      • M.3.4: I can accurately label the pitches above and below the treble clef staff. (4.MU.Pr.4.2.b)
      • M.3.5: I can accurately label the pitches of the bass staff. (5.MU.Pr.4.2.b)

     Key Element 3: Harmony/Texture

    • Accompaniment (K-2)
      • H.1.Ka: I can use classroom instruments appropriately.
      • H.1.Kb: I can use classroom instruments appropriately to accompany stories and songs. (K.MU.Pr.4.3.a)
      • H.1.1: I can perform speech ostinati with a group. (1.MU.Pr.6.1.a)
      • H.1.2: I can perform instrumental ostinati with a group. (2.MU.Pr.6.1.a)
    • Harmony (4-5)
      • H.2.4: I can perform partner songs with a group. (4.MU.Pr.6.1.a)
      • H.2.5: I can perform rounds with a group. (5.MU.Pr.6.1.a)

     Key Element 4: Form

    • Same and Different (K)
      • F.1.K: I can hear musical opposites. (K.MU.Pr.4.2.a)
    • Song Structure (3-5)
      • F.2.3: I can identify the following forms: call and response, verse and refrain, and cumulative. (3.MU.Pr.4.2.a)
      • F.2.4: I can identify the following forms: AB, ABA and ABC. (4.MU.Pr.4.2.a)
      • F.2.5: I can identify rondo form. (5.MU.Pr.4.2.a)

     Key Element 5: Timbre/Tone Color

    • Voice (K-3)
      • T.1.K: I can demonstrate speaking, singing, whisper, and yelling voices. (K.MU.Pr.4.3.a)
      • T.1.1: I can accurately echo back a simple melodic pattern with a group. (3.MU.Cr.1.1.a)
      • T.1.2: I can accurately and independently echo back a simple melodic pattern. (3.MU.Cr.1.1.a)
      • T.1.3: I can independently sing a contrasting melodic response to a given melodic question. (3.MU.Cr.1.1.a)
    • Instruments (2-5)
      • T.2.2: I can identify the basic classroom instruments by timbre. (2.MU.Pr.4.3.a)
      • T.2.3: I can experience the orchestra instruments within their four major families.
      • T.2.4: I can identify orchestra instruments by sight and place them in their correct instrument families.
      • T.2.5: I can identify orchestra instruments by sound and place them in their correct instrument families.

     Key Element 6: Expressive Elements

    • Dynamics (K-5)
      • E.1.K: I can hear the difference between quiet and loud. (K.MU.Pr.4.2.a)
      • E.1.1: I can identify piano and forte. (1.MU.Pr.4.3.a)
      • E.1.2: I can identify pianissimo and fortissimo. (2.MU.Pr.4.3.a)
      • E.1.3: I can identify decrescendo and crescendo. (3.MU.Pr.4.3.a)
      • E.1.4: I can identify mezzo-piano and mezzo-forte. (4.MU.Pr.4.3.a)
      • E.1.5: I can identify accents. (5.MU.Pr.4.3.a)
    • Tempo (1-5)
      • E.2.1: I can show the difference between fast and slow. (1.MU.Pr.4.3.a)
      • E.2.2: I can match the tempo of a given example. (2.MU.Pr.4.3.a)
      • E.2.3: I can identify allegro and andante. (3.MU.Pr.4.3.a)
      • E.2.4: I can identify presto and largo. (4.MU.Pr.4.3.a)
      • E.2.5: I can identify accelerando and ritardando. (5.MU.Pr.4.3.a)
    • Articulation (3-4)
      • E.3.3: I can hear the difference between staccato and legato. (3.MU.Re.8.1.a)

                  E.2.4: I can demonstrate staccato and legato. (4.MU.Re.8.1.a)

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