U.200.10 - FCPS · MU.500.15.01 Identify and notate octaves visually and aurally MU.500.15.02 Identify and notate, in standard notation, the entire range of the treble clef from low

The Frederick County Public School’s Elementary Visual and Performing Arts department is committed to nurturing the whole child through a rigorous, standards based curriculum delivered by first class educators.

Our teachers are dedicated to challenging students to find real world connections and remain life-long participants in the Arts. Through a differentiated and creative approach to instruction infused with technology,

each teacher and student has access to an Arts education which fosters artistic literacy, creativity, and self-expression. Our teachers demonstrate a standard of excellence through professional growth, artistic passion,

and a spirit of embracing innovation and change.

EVPA

Aesthetics

History and

Culture

Creative Expression

and Production

Criticism and

Evaluation

The student will develop aesthetic awareness by perceiving, performing,

and responding to music.

The student will develop the ability to organize and

express ideas, feelings, and sounds through music using

a variety of media.

The student will develop an

understanding of music as a basic

aspect of the shared ideas, beliefs, customs, and

experience of a given people at a

given time.

The student will develop the

knowledge and skills necessary to formulate,

demonstrate, and communicate criteria for evaluating music

compositions, performances, and

other creative endeavors.

FCPS Elementary Music Curriculum 2 7/7/2015

K 1 2 3 4 5 R

hy

thm

MU.K00.10 Explore basic rhythmic elements CCSS.ELA-Literacy.CCRA.W.4 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, CR 2 , PR 4, PR 5,

RE 7

MU.K00.10.01 Explore a steady beat through: moving (locomotor and non-locomotor), speaking, singing, and playing classroom instruments MU.K00.10.02 Explore simple rhythm patterns through: moving (locomotor and non-locomotor), speaking, singing, and playing classroom instruments MU.K00.10.03 Explore long and short sounds as related to rhythmic duration

MU.100.10 Demonstrate the capacity to understand basic rhythmic elements CCSS.ELA-Literacy.CCRA.W.4 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, CR 2 , PR 4, PR 5, RE 7

MU.100.10.01 Practice and perform a steady beat through: moving (locomotor and non-locomotor), speaking, singing, and playing classroom instruments MU.100.10.02 Perform simple rhythm patterns through: moving (locomotor and non-locomotor), speaking, singing, and playing classroom instruments MU.100.10.03 Engage in simple rhythmic ostinati

MU.200.10 Demonstrate the capacity to perform and notate basic rhythmic elements CCSS.ELA-Literacy.CCRA.W.4 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, CR 2 , PR 4, PR 5, RE 7

MU.200.10.01 Demonstrate a steady beat through: moving (locomotor and non-locomotor), speaking, singing, and playing classroom instruments MU.200.10.02 Perform and identify the quarter note, pair of eighth notes, half note, and quarter rest through: moving (locomotor and non-locomotor), speaking, singing, or playing classroom instruments

MU.300.10 Perform, identify, and notate basic rhythmic elements CCSS.ELA-Literacy.CCRA.W.4 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, CR 2 , PR 4, PR 5, RE 7

MU.300.10.01 Perform, identify, and notate dotted-half note, whole note, whole rest, half rest, group of four sixteenth notes, and ties through: moving (locomotor and non-locomotor), speaking, singing, or playing classroom instruments MU.300.10.02 Explore, experience, and perform duple and triple meter MU.300.10.03 Perform and notate simple rhythm patterns from dictation

MU.400.10 Perform, identify, and notate complex rhythms CCSS.ELA-Literacy.CCRA.W.4 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, CR 2 , PR 4, PR 5, RE 7

MU.400.10.01 Perform, identify, and notate rhythms using standard notations, plus introduce the following: sixteenth/eighth note combinations, and single eighth notes through: moving, singing, speaking, and playing classroom instruments MU.400.10.02 Demonstrate the relationship between mathematics and the values of notes, rests, and time signatures

MU.500.10 Perform, identify, and notate a wide range of rhythmic elements CCSS.ELA-Literacy.CCRA.W.4 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, CR 2 , PR 4, PR 5, RE 7

MU.500.10.01 Perform, identify, and notate rhythms using standard notations, plus introduce the following: syncopation, dotted quarter note/eighth note/eighth rest patterns through moving, singing, speaking, or playing classroom instruments

http://www.corestandards.org/ELA-Literacy/CCRA/W/4/

http://www.corestandards.org/ELA-Literacy/CCRA/R/10/

http://www.nationalartsstandards.org/sites/default/files/Music_resources/Music%20at%20a%20Glance.pdf














































K 1 2 3 4 5

Rh

yth

m C

on

tin

ued

MU.K00.10.04 Experience songs in simple meter (duple and triple) through: moving (locomotor and non-locomotor), speaking, singing, and playing classroom instruments MU.K00.10.05 Experience songs and poems (e.g. nursery rhymes and folk songs) in compound meter: 6/8 through: moving (locomotor and non-locomotor), speaking, singing, and playing classroom instruments

MU.100.10.04 Identify long and short sounds as related to rhythmic duration MU.100.10.05 Experience songs in simple meter (duple and triple) through: moving (locomotor and non-locomotor), speaking, singing, and playing classroom instruments MU.100.10.06 Explore simple rhythm patterns through: moving (locomotor and non-locomotor), speaking, singing, and playing classroom instruments MU.100.10.07 Identify and perform the quarter note, quarter rest, and pair of eighth notes

MU.200.10.03 Perform a rhythmic ostinato while other students perform a contrasting rhythmic ostinato MU.200.10.04 Perform strong beat in duple and triple meter MU.200.10.05 Notate rhythms through use of tactile experiences and through standard notation

MU.400.10.03 Perform and identify time signatures


K 1 2 3 4 5 M

elo

dy

MU.K00.15 Explore simple melodic elements CCSS.ELA-LITERACY.CCRA.L.4 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, PR 5, RE 7

MU.K00.15.01 Sing a variety of age appropriate songs from memory, with and without accompaniment MU.K00.15.02 Develop the ability to match pitch within a limited range (e.g. sol and mi or equivalent terms) MU.K00.15.03 Explore high, low, and same pitches through: moving

(locomotor and non-locomotor), speaking, singing, and playing classroom instruments

MU.100.15 Demonstrate an understanding of simple melodic elements CCSS.ELA-LITERACY.CCRA.L.4 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, CR 2, PR 5, RE 7

MU.100.15.01 Sing a variety of age appropriate songs from memory, with and without accompaniment, with the class and individually MU.100.15.02 Match pitch within a limited range MU.100.15.03 Identify and perform high, low, and same pitches through: moving, speaking, singing, and playing classroom instruments

MU.200.15 Demonstrate the ability to use and notate melodic elements CCSS.ELA-LITERACY.CCRA.L.4 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, CR 2, PR 5, RE 7

MU.200.15.01 Perform simple melodic patterns including sol, mi, la, do, and re (or equivalent terms) MU.200.15.02 Identify notation symbols: treble clef, staff, bar lines, and double bar line

MU.300.15 Perform, identify, and notate basic melodic elements CCSS.ELA-LITERACY.CCRA.L.4 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, CR 2, PR 5, RE 7

MU.300.15.01 Perform sol, mi, la, do, re, low sol, low la, and high do (or equivalent terms) MU.300.15.02 Perform and identify steps, skips, and repeats MU.300.15.03 Notate and identify the pitches B, A, and G and perform them by singing and playing melodic instruments MU.300.15.04 Sing a variety of age appropriate songs matching pitch up to an octave range

MU.400.15 Perform, identify, and notate complex melodic elements CCSS.ELA-LITERACY.CCRA.L.4 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, CR 2, PR 5, RE 7

MU.400.15.01 Perform sol, mi, la, do, re, low sol, low la, high do, fa, and ti (or equivalent terms) MU.400.15.02 Perform and identify leaps MU.400.15.03 Identify and notate, in standard notation, the entire range of the treble clef from low D to high G MU.400.15.04 Perform the notes B, A, G, high C, high D, low E, and low D on a melodic instrument

MU.500.15 Perform, identify, and notate melodic elements CCSS.ELA-LITERACY.CCRA.L.4 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, CR 2, PR 5, RE 7

MU.500.15.01 Identify and notate octaves visually and aurally MU.500.15.02 Identify and notate, in standard notation, the entire range of the treble clef from low C to high A MU.500.15.03 Perform the notes B, A, G, high C, high D, low E, low D, F sharp, and low C on a melodic instrument

http://www.corestandards.org/ELA-Literacy/CCRA/L/4/




































K 1 2 3 4 5 M

elo

dy

Co

nti

nu

ed

MU.K00.15.04 Explore melodic direction through:

moving (locomotor and non-locomotor), speaking, singing, and playing classroom instruments MU.K00.15.05 Practice echoing simple melodic patterns

MU.100.15.04 Identify and perform melodic direction through: moving, speaking, singing, and playing classroom instruments MU.100.15.05 Perform simple melodic patterns using sol, mi, la, and do (or equivalent terms)


K 1 2 3 4 5 H

arm

on

y

MU.K00.20 Explore simple harmonic elements CCSS.ELA-LITERACY.CCRA.R.10

PR 4, RE 7

MU.K00.20.01 Explore simple accompaniments (e.g. steady beat on pitched instruments) MU.K00.20.02 Explore music in major and minor tonalities

MU.100.20 Demonstrate an understanding of simple harmonic elements CCSS.ELA-LITERACY.CCRA.R.10

CR 1, PR 4, RE 7

MU.100.20.01 Perform simple accompaniments (e.g. steady beat on pitched instruments) MU.100.20.02 Explore, listen to, and perform music in major and minor tonalities

MU.200.20 Use simple harmonic elements CCSS.ELA-LITERACY.CCRA.R.10

CR 1, PR 4, RE 7

MU.200.20.01 Use ostinati to accompany songs MU.200.20.02 Perform an ostinato while other students perform a contrasting melody MU.200.20.03 Listen to, perform, and describe music in both major and minor tonalities MU.200.20.04 Sing one part of a two-part round while the teacher sings the other part

MU.300.20 Explore and experience basic harmonic concepts and skills CCSS.ELA-LITERACY.CCRA.R.10

CR 1, PR 4, RE 7

MU.300.20.01 Explore and experience harmony by singing or playing rounds, melodic ostinati, and harmonic ostinati MU.300.20.02 Explore and experience major and minor tonalities

MU.400.20 Explore, experience, and perform complex harmonic elements CCSS.ELA-LITERACY.CCRA.R.10

CR 1, CR 2, PR 4, RE 7

MU.400.20.01 Explore and experience harmony by singing or playing using ostinato and partner songs MU.400.20.02 Explore, experience, and perform major and minor tonalities

MU.500.20 Explore, experience, perform, and identify complex harmonic elements CCSS.ELA-LITERACY.CCRA.R.10

CR 1, CR 2, PR 4, RE 7

MU.500.20.01 Perform harmony by singing or playing using ostinato and partner songs MU.500.20.02 Identify major and minor tonalities aurally



























K 1 2 3 4 5

To

ne

Co

lors

MU.K00.25 Explore basic tone colors CCSS.ELA-LITERACY.CCRA.R.10 RE 8

MU.K00.25.01 Explore, discuss, and simulate sounds heard in a variety of environments (e.g. home, school, nature, and cities) MU.K00.25.02 Explore adult male, adult female, and children’s voices MU.K00.25.03 Explore singing, speaking, whispering, and calling (shouting) voices MU.K00.25.04 Explore and use classroom instruments

MU.100.25 Identify and use basic tone colors CCSS.ELA-LITERACY.CCRA.R.10

RE 8

MU.100.25.01 Explore and discuss sounds heard in a variety of environments (e.g. home, school, nature, and cities) MU.100.25.02 Identify adult male, adult female, and children’s voices MU.100.25.03 Identify and perform singing, speaking, whispering, and calling (shouting) voices MU.100.25.04 Identify and use classroom instruments

MU.200.25 Identify and use basic tone colors CCSS.ELA-LITERACY.CCRA.R.10

RE 8

MU.200.25.01 Classify classroom instruments according to material and method of producing sounds such as metal, wood, shaker, scraper, and membrane MU.200.25.02 Identify instruments as members of the woodwind, string, brass, and percussion families visually

MU.300.25 Identify basic tone color concepts and skills CCSS.ELA-LITERACY.CCRA.R.10

RE 8

MU.300.25.01 Identify the following instruments visually: Woodwind: clarinet, oboe, bassoon, saxophone, and flute String: double bass, cello, viola, and violin Brass: trumpet, trombone, French horn, and tuba Percussion: bass drum, snare drum, timpani, and assorted pitched and non-pitched percussion instruments MU.300.25.02 Identify band and orchestra instruments visually according to the string, woodwind, brass, or percussion family

MU.400.25 Perform and identify a greater variety of tone colors CCSS.ELA-LITERACY.CCRA.R.10

PR 4, RE 8

MU.400.25.01 Identify orchestra instrument families visually and aurally MU.400.25.02 Differentiate between band, orchestra, and choral music

MU.500.25 Perform and identify a wide range of tone colors CCSS.ELA-LITERACY.CCRA.R.10

PR 4, RE 8

MU.500.25.01 Identify a variety of band and orchestral instruments visually and aurally
















K 1 2 3 4 5

Fo

rm

MU.K00.30 Explore simple forms CCSS.ELA-LITERACY.CCRA.R.5 CCSS.ELA-LITERACY.CCRA.R.10

CR 2, PR 4

MU.K00.30.01 Explore same and different phrases or sections MU.K00.30.02 Explore repeated patterns

MU.100.30 Explore and identify simple forms CCSS.ELA-LITERACY.CCRA.R.5 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, PR 4

MU.100.30.01 Identify same and different phrases or sections MU.100.30.02 Identify repeated patterns MU.100.30.03 Explore forms (e.g. call/response, verse/refrain, cumulative, AB, and ABA) MU.100.30.04 Practice using the repeat sign

MU.200.30 Perform and identify simple forms CCSS.ELA-LITERACY.CCRA.R.5 CCSS.ELA-LITERACY.CCRA.R.10

CR 2, PR 4

MU.200.30.01 Identify AB, ABA, verse/refrain, and call/response MU.200.30.02 Explore question/answer phrases

MU.300.30 Perform and identify simple forms CCSS.ELA-LITERACY.CCRA.R.5 CCSS.ELA-LITERACY.CCRA.R.10

CR 2, PR 4, RE 7

MU.300.30.01 Perform, and identify introduction, coda, interlude MU.300.30.02 Perform rondo form

MU.400.30 Perform and identify more complex forms CCSS.ELA-LITERACY.CCRA.R.5 CCSS.ELA-LITERACY.CCRA.R.10

CR 2, PR 4, RE 7

MU.400.30.01 Explore and experience theme and variations MU.400.30.02 Perform and identify rondo form MU.400.30.03 Explore and experience bridge

MU.500.30 Perform and identify, a wide range of forms CCSS.ELA-LITERACY.CCRA.R.5 CCSS.ELA-LITERACY.CCRA.R.10

CR 2, PR 4, RE 7

MU.500.30.01 Perform and identify theme and variations MU.500.30.02 Identify bridge





























K 1 2 3 4 5 E

xp

res

siv

e E

lem

en

ts

MU.K00.35 Explore and imitate expressive elements of music CCSS.ELA-Literacy.CCRA.SL.2 CCSS.ELA-Literacy.CCRA.L.4 CCSS.ELA-Literacy.CCRA.L.3 CCSS.ELA-LITERACY.CCRA.R.10 CR 2, PR 4 , PR 5, PR 6, CN 10

MU.K00.35.01 Explore and identify loud and soft (quiet) dynamics MU.K00.35.02 Explore and identify fast and slow tempi

MU.100.35 Respond to and imitate expressive elements of music CCSS.ELA-Literacy.CCRA.SL.2 CCSS.ELA-Literacy.CCRA.L.4 CCSS.ELA-Literacy.CCRA.L.3 CCSS.ELA-LITERACY.CCRA.R.10

CR 2, PR 4 , PR 5, PR 6, CN 10

MU.100.35.01 Identify and perform loud and soft (quiet) dynamics MU.100.35.02 Identify and perform fast and slow tempi MU.100.35.03 Explore articulation (e.g. smooth and detached)

MU.200.35 Perform and identify basic expressive elements of music CCSS.ELA-Literacy.CCRA.SL.2 CCSS.ELA-Literacy.CCRA.L.4 CCSS.ELA-Literacy.CCRA.L.3 CCSS.ELA-LITERACY.CCRA.R.10

CR 2, PR 4 , PR 5, PR 6, CN 10

MU.200.35.01 Identify and demonstrate p (piano) and f (forte) MU.200.35.02 Identify and demonstrate crescendo and decrescendo MU.200.35.03 Demonstrate tempo: getting faster and getting slower

MU.300.35 Perform and identify expressive elements of music CCSS.ELA-Literacy.CCRA.SL.2 CCSS.ELA-Literacy.CCRA.L.4 CCSS.ELA-Literacy.CCRA.L.3 CCSS.ELA-LITERACY.CCRA.R.10

CR 2, PR 4 , PR 5, PR 6, CN 10

MU.300.35.01 Perform and identify music at dynamic levels and recognize symbols: pp, ff (pianissimo, fortissimo) MU.300.35.02 Perform and identify music at varying tempi including allegro, moderato, and adagio MU.300.35.03 Experience fermata

MU.400.35 Perform, identify, and notate expressive elements in music CCSS.ELA-Literacy.CCRA.SL.2 CCSS.ELA-Literacy.CCRA.L.4 CCSS.ELA-Literacy.CCRA.L.3 CCSS.ELA-LITERACY.CCRA.R.10

CR 2, PR 4 , PR 5, PR 6, RE 8, CN 10

MU.400.35.01 Perform and identify music at dynamic levels and recognize symbols: mf, mp (mezzo-forte, mezzo-piano) MU.400.35.02 Perform and identify the following tempi: ritardando, and accelerando

MU.500.35 Perform, identify, notate, demonstrate a wide range of expressive elements of music CCSS.ELA-Literacy.CCRA.SL.2 CCSS.ELA-Literacy.CCRA.L.4 CCSS.ELA-Literacy.CCRA.L.3 CCSS.ELA-LITERACY.CCRA.R.10

CR 2, PR 4 , PR 5, PR 6, RE 8, CN 10

MU.500.35.01 Demonstrate music at all dynamic levels (pp, p, mp, mf, f, ff, crescendo, and decrescendo) MU.500.35.02 Demonstrate music at all tempi levels (adagio, moderato, allegro, ritardano, and accelerando)

http://www.corestandards.org/ELA-Literacy/CCRA/SL/2/

























































K 1 2 3 4 5 H

isto

ry, C

ult

ure

, an

d C

om

mu

nit

y

MU.K00.40 Explore music relating to history, culture, and the community CCSS.ELA-Literacy.CCRA.R.4 PR 4, PR 6, CN 10, CN 11

MU.K00.40.01 Explore music/styles from various cultures of the world (e.g. instruments, singing games, finger plays, and dances) MU.K00.40.02 Explore songs that have a purpose (e.g. work songs, seasonally related songs, and lullabies) MU.K00.40.03 Explore music as it relates to being a citizen of the community

MU.100.40 Experience music relating to history, culture, and the community CCSS.ELA-Literacy.CCRA.R.4 PR 4, PR 6, CN 10, CN 11

MU.100.40.01 Perform and listen to music/styles from various cultures of the world (e.g. instrumental styles, instruments, singing games, finger plays, and dances) MU.100.40.02 Perform songs that have a purpose (e.g. work songs, seasonally related songs, and lullabies) MU.100.40.03 Perform and listen to music as it relates to being a citizen of the community

MU.200.40 Develop an understanding of music as it relates to history, culture, and the community CCSS.ELA-Literacy.CCRA.R.4 CR 1, PR 4, PR 6, CN 10, CN 11

MU.200.40.01 Perform and identify music/styles from various cultures and the community (i.e. various vocal and instrumental styles, instruments, singing games, and dances) MU.200.40.02 Perform and listen to music correlated with classroom curriculum and the community

MU.300.40 Develop an understanding of music as it relates to history, culture, and the community CCSS.ELA-Literacy.CCRA.R.4 CR 1, PR 4, PR 6, RE 7, CN 10, CN 11

MU.300.40.01 Perform and identify music/styles from various historical periods, cultures, and the community MU.300.40.02 Perform and listen to music correlated with classroom curriculum and the community MU.300.40.03 Describe in simple terms how elements of music are used in musical examples from various cultures of the world


MU.400.40.01 Perform and identify music/styles from various historical periods, cultures, and the community MU.400.40.02 Describe in simple terms how elements of music are used in musical examples from various cultures of the world MU.400.40.03 Identify and describe roles of musicians in various musical settings and cultures (e.g. bugle, fife and drums in colonial periods)


MU.500.40.01 Perform and identify music/styles from various historical periods, cultures, and the community MU.500.40.02 Relate musical forms (e.g. concertos, symphonies, opera and musicals) to historical periods MU.500.40.03 Demonstrate audience behavior appropriate for the style of music being performed










































K 1 2 3 4 5 H

isto

ry, C

ult

ure

, an

d C

om

mu

nit

y C

on

tin

ue

d

MU.K00.40.04 Explore as an audience member a variety of live performances and other age appropriate programs while demonstrating appropriate audience behavior MU.K00.40.05 Sing, listen to, and describe music representative of different activities, holidays, and seasons in a variety of world cultures

MU.100.40.04 Discuss music’s purpose at home, in school, and in the community MU.100.40.05 Experience as an audience member a variety of concerts, plays, and other age appropriate programming while demonstrating appropriate audience behavior MU.100.40.06 Sing, listen to, and describe music representative of different activities, holidays, and seasons in a variety of world cultures

MU.200.40.03 Describe in simple terms how elements of music are used in musical examples from various cultures of the world (e.g. tempo, etc.) MU.200.40.04 Identify various uses of music in daily experiences and describe characteristics that make certain music suitable for each use (e.g. lullaby, march) MU.200.40.05 Explain and demonstrate appropriate audience behavior MU.200.40.06 Sing, listen to, and describe music representative of different activities, holidays, and seasons in a variety of world cultures

MU.300.40.04 Demonstrate audience behavior appropriate for the style of music performed MU.300.40.05 Explain and/or exhibit appropriate performance behavior MU.300.40.06 Listen to, perform, and discuss how music is used to celebrate holidays in various world cultures

MU.400.40.04 Demonstrate audience behavior appropriate to the style of music performed MU.400.40.05 Explain and/or exhibit appropriate performance behavior MU.400.40.06 Listen to, perform, and discuss how music is used to celebrate holidays in various world cultures

MU.500.40.04 Explain and/or exhibit appropriate performance behavior MU.500.40.05 Listen to, perform, and discuss how music is used to celebrate holidays in various world cultures


K 1 2 3 4 5 C

rea

tive

Ex

pre

ssio

n

MU.K00.45 Explore music as a form of individual and cultural expression CCSS.ELA-Literacy.CCRA.SL.1 CCSS.ELA-Literacy.CCRA.SL.2 PR 5, CN 10, PR 6, RE 8, CN 11

MU.K00.45.01 Explore understanding of personal and shared space while moving to music MU.K00.45.02 Explore interpretation of music through creative movement (e.g. imitating animals and nature, mirroring, and creating movements to songs) MU.K00.45.03 Explore ways in which creating and performing music bring personal satisfaction

MU.100.45 Experience music as a form of individual and cultural expression CCSS.ELA-Literacy.CCRA.SL.1 CCSS.ELA-Literacy.CCRA.SL.2 PR 5, CN 10, PR 6, RE 8, CN 11

MU.100.45.01 Experience understanding of personal and shared space while moving to music MU.100.45.02 Experience interpretation of music through creative movement (e.g. imitating animals and nature, mirroring, and creating movements to songs) MU.100.45.03 Experience ways in which creating and performing music bring personal satisfaction

MU.200.45 Experience music as a form of individual and cultural expression CCSS.ELA-Literacy.CCRA.SL.1 CCSS.ELA-Literacy.CCRA.SL.2 PR 5, CN 10, PR 6, RE 8, CN 11

MU.200.45.01 Demonstrate understanding of personal and shared space while moving to music MU.200.45.02 Demonstrate interpretation of music through creative movement MU.200.45.03 Experience ways in which creating and performing music bring personal satisfaction

MU.300.45 Recognize music as a form of individual and cultural expression CCSS.ELA-Literacy.CCRA.SL.1 CCSS.ELA-Literacy.CCRA.SL.2 PR 5, CN 10, PR 6, RE 8, CN 11

MU.300.45.01 Demonstrate understanding of personal and shared space while moving to music MU.300.45.02 Demonstrate interpretation of music through creative movement MU.300.45.03 Discuss ways in which creating and performing music bring personal satisfaction






























K 1 2 3 4 5 Im

pro

vis

ati

on

MU.K00.50 Develop the ability to improvise music through the experimentation of sound CR 2, CN 10 MU.K00.50.01 Explore vocal sounds (e.g. imitating sirens, animal sounds in high and low registers, yawns, and sighs) MU.K00.50.02 Explore environmental and nontraditional sounds to enhance songs and stories

MU.100.50 Develop the ability to improvise music through the experimentation of sound CR 2, CN 10

MU100.50.01 Create inventive vocal sounds (e.g. imitating sirens, animal sounds in high and low registers, yawns, and sighs)

MU.100.50.02 Improvise vocal, environmental, and nontraditional sounds to enhance songs and stories

MU.100.50.03 Improvise simple text by “filling in the blank” and creating alternate texts for phrases in familiar songs

MU.100.50.04 Create songs within teacher specified guidelines (e.g. call/response, improvisation, using familiar melodies, using visual representations of patterns)

MU.200.50 Develop the ability to improvise music through the experimentation of sound CR 1, CR 2, CN 10 MU.200.50.01 Improvise instrumental sounds to enhance songs and stories MU.200.50.02 Use the voice to improvise simple melodic phrases

MU.300.50 Develop the ability to improvise music through the experimentation of sound CR 1, CR 2, CN 10 MU.300.50.01 Improvise vocal or instrumental music MU.300.50.02 Use selected classroom instruments or voices to improvise short melodies that answer in the same style to given rhythmic and melodic phrases (Q&A)

MU.400.50 Develop the ability to improvise music through the experimentation of sound CR 1, CR 2, CN 10 MU.400.50.01 Use instruments or voices to improvise simple rhythmic and melodic ostinato accompaniments MU.400.50.02 Improvise short songs and instrumental pieces using a variety of traditional and non-traditional sound sources available in the classroom

MU.500.50 Develop the ability to improvise music through the experimentation of sound CR 1, CR 2, CN 10

MU.500.50.01 Improvise simple rhythmic variations and simple melodic variations MU.500.50.02 Improvise vocal or instrumental music


















K 1 2 3 4 5

Co

mp

os

itio

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MU.K00.55 Explore readiness for composing and arranging music by experimenting with sound CCSS.ELA-LITERACY.CCRA.L.1 CCSS.ELA-LITERACY.CCRA.SL.1 CCSS.ELA-LITERACY.CCRA.W.4 CCSS.ELA-Literacy.CCRA.W.5 CCSS.ELA-Literacy.CCRA.W.5 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, PR 5, CN 10

MU.K00.55.01 Explore a sound piece by using visual representations of sound MU.K00.55.02 Use body percussion to explore rhythmic sound patterns

MU.100.55 Develop readiness for composing and arranging music by experimenting with sound CCSS.ELA-LITERACY.CCRA.L.1 CCSS.ELA-LITERACY.CCRA.SL.1 CCSS.ELA-LITERACY.CCRA.W.4 CCSS.ELA-Literacy.CCRA.W.5 CCSS.ELA-Literacy.CCRA.W.5 CCSS.ELA-LITERACY.CCRA.R.10

CR 1, PR 5, CN 10

MU.100.55.01 Create a sound piece by using visual representations of sound MU.100.55.02 Use body percussion to create rhythmic sound patterns


CR 1, PR 5, CN 10

MU.200.55.01 Interpret iconic representation for sound in sound pieces and song accompaniments MU.200.55.02 Create simple rhythmic and melodic patterns using the voice or classroom instruments


CR 1, PR 5, CN 10

MU.300.55.01 Compose short pieces within specified guidelines


CR 1, PR 5, CN 10



CR 1, PR 5, CN 10

























































K 1 2 3 4 5 C

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cis

m a

nd

Ev

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on

MU.K00.60 Explore evaluating musical performance CCSS.ELA-Literacy.CCRA.SL.1 CCSS.ELA-Literacy.CCRA.SL.2 CCSS.ELA-Literacy.CCRA.W.1 CCSS.ELA-LITERACY.CCRA.W.9

CR 3, CR 2, PR 4, PR 5, RE 7, RE 8, RE 9, CN 10

MU.K00.60.01 Explore evaluating class or grade level performances using music vocabulary (e.g. every student response, oral discussion) MU.K00.60.02 Discuss or use visual representation to indicate music preference

MU.100.60 Evaluate musical performance CCSS.ELA-Literacy.CCRA.SL.1 CCSS.ELA-Literacy.CCRA.SL.2 CCSS.ELA-Literacy.CCRA.W.1 CCSS.ELA-LITERACY.CCRA.W.9


MU.100.60.01 Evaluate class or grade level performances using music vocabulary MU.100.60.02 Discuss or use visual representation to indicate music preference

MU.200.60 Evaluate musical performances CCSS.ELA-Literacy.CCRA.SL.1 CCSS.ELA-Literacy.CCRA.SL.2 CCSS.ELA-Literacy.CCRA.W.1 CCSS.ELA-LITERACY.CCRA.W.9


MU.200.60.01 Evaluate class or grade level music performances (e.g. every student response, oral discussion)

MU.300.60 Analyze, describe, and evaluate music CCSS.ELA-Literacy.CCRA.SL.1 CCSS.ELA-Literacy.CCRA.SL.2 CCSS.ELA-Literacy.CCRA.W.1 CCSS.ELA-LITERACY.CCRA.W.9


MU.300.60.01 Use criteria for evaluating performances and compositions (e.g. rubrics, active listening tools) MU.300.60.02 Explain, using appropriate music terminology, personal preferences for specific musical works and/or styles using individual oral response, individual written response, and group response



MU.400.60.01 Devise criteria for evaluating performance and compositions (e.g. rubrics, active listening tools, check-lists, and peer response sheets)

MU.400.60.02 Explain, using appropriate music terminology, personal preferences for specific musical works and styles using individual oral response, individual written response, and group response

MU.400.60.03 Discuss how changes in performance such as dynamics, tempo, and articulation affect the listener’s reaction to musical works



MU.500.60.01 Develop criteria for evaluating music performances and compositions (e.g. rubrics, active listening tools, checklists, and peer response sheets) MU.500.60.02 Explain, using appropriate music terminology, personal preferences for specific musical works and styles using individual oral response and individual written response










































































K 1 2 3 4 5 C

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ne

cti

on

s

MU.K00.65 Explore the role of music in developing and enhancing the skills required for study in other content areas CCSS.ELA-LITERACY.CCRA.R.10

MU.K00.65.01 Explore connections between music and other content areas

MU.K00.65.02 Explore relating appropriate concepts from other content areas to music

MU.K00.65.03 Explore relating music skills to language arts concepts (e.g. rhyming, syllables, letter identification and sounds, expression, and fluency)

MU.K00.65.04 Explore relating literature to music appreciation and concepts

MU.100.65 Explore the role of music in developing and enhancing the skills required for study in other content areas CCSS.ELA-LITERACY.CCRA.R.10

MU.100.65.01 Discuss connections between music and other content areas MU.100.65.02 Relate appropriate concepts from other content areas to music MU.100.65.03 Relate music skills to language arts concepts (i.e. rhyming, syllables, letter identification and sounds, expression, and fluency) MU.100.65.04 Relate literature to music appreciation and concepts

MU.200.65 Experience the role of music in developing and enhancing the skills required for study in other content areas CCSS.ELA-LITERACY.CCRA.R.10 MU.200.65.01 Discuss connections between music and other content areas MU.200.65.02 Relate appropriate concepts from other content areas to music MU.200.65.03 Relate music skills to language arts concepts (e.g. rhyming, syllables, letter identification and sounds, expression, and fluency) MU.200.65.04 Relate literature to music appreciation and concepts

MU.300.65 Experience the role of music in developing and enhancing the skills required for study in other content areas CCSS.ELA-LITERACY.CCRA.R.10

MU.300.65.01 Discuss connections between music and other content areas MU.300.65.02 Relate appropriate concepts from other content areas to music MU.300.65.03 Relate music skills to language arts concepts (e.g. rhyming, syllables, letter identification and sounds, expression, and fluency) MU.300.65.04 Relate literature to music appreciation and concepts

MU.400.65 Discover relationships between music and other disciplines CCSS.ELA-LITERACY.CCRA.R.10

MU.400.65.01 Identify similarities and differences in the meanings of common terms used in visual and performing arts (e.g. form, line, and contrast) MU.400.65.02 Identify ways in which the subject matter of other disciplines is integrated with music (e.g. art, social studies, and science) MU.400.65.03 Relate literature to music appreciation and concepts

MU.500.65 Discover relationships between music and other disciplines CCSS.ELA-LITERACY.CCRA.R.10 MU.500.65.01 Identify ways in which the subject matter of other disciplines is integrated with music (e.g. art, language arts, and math) MU.500.65.02 Relate literature to music appreciation and concepts








Summative 1 Summative 2

Creative Expressions

Criticism & Evaluation

Connections

History, Culture, and

the Community

Rhythm

Melody

Expressive

Elements

Improvisation

Harmony

Composition

Form

Tone Color

FCPS Elementary Music Scope and Sequence


Grade 3 Assessment Curriculum Connections G

3-S

1

Rhythm Formative Melody Formative Expressive Elements Formative and

Connections Improvisation Formative

MU.300.10.01 MU.300.10.02

MU.300.15.02

MU.300.35.01 MU.300.65.02 MU.300.65.03

MU.300.50.01

G3-S

2

Harmony Formative and History & Culture

Composition Formative and Criticism & Evaluation

Form Formative Tone Color Formative

MU.300.20.01 MU.300.40.01

MU.300.55.01 MU.300.60.02

MU.300.30.01 MU.300.30.02

MU.300.25.01 MU.300.25.02

Grade 4 Assessment Curriculum Connections

G4-S

1 Rhythm Formative Melody Formative Expressive Elements Formative Improvisation Formative

MU.400.10.01 MU.400.10.02

MU.400.15.03 MU.400.35.02 MU.400.50.01

G4-S

2



Form Formative Listening Formative and

History & Culture

MU.400.20.01 MU.400.40.01

MU.400.55.01 MU.400.60.02

MU.400.30.02 MU.400.25.01 MU.400.40.04

Grade 5 Assessment Curriculum Connections

G5-S

1 Rhythm Formative Melody Formative Expressive Elements Formative Improvisation Formative

MU.500.10.01 MU.500.15.02 MU.500.15.03

MU.500.35.01 MU.500.35.02

MU.500.50.01

G5-S

2



Form Formative Listening Formative

MU.500.20.01 MU.500.40.01

MU.500.55.01 MU.500.60.02

MU.500.30 MU.500.25.01 MU.500.25.01

MU.500.40.01


K 1 2 3 4 5

Engage in simple ostinato

Explore and identify head voice and chest voice

Explore basic standard forms (e.g. call/ response, verse/refrain, cumulative, AB, and ABA)

Explore music relating to community

Sing independently or within a group and maintain a steady beat

Practice “wait and listen” before imitating melodic patterns

Explore inventive vocal sounds (e.g. imitating sirens, yawns, sigs, and animal sounds) in high and low registers

Identify head voice and chest voice

Describe in simple terms how elements of music are used in various cultures of the world

Sing independently or within a group and maintain a steady tempo

Sing independently on pitch within an appropriate range (pitches c1 – b1)

Demonstrate good singing posture

Sing expressively with appropriate dynamics (loud/soft) and phrasing

Perform strong beat

Identify instruments as members of specific orchestra families aurally according to methods of sound production such as blow, pluck, and bow, strike, and shake

Explore rondo

Demonstrate accent

Perform and identify music/styles, from various music periods

Describe in simple terms how accents are used in musical examples from various cultures of the world

Identify and demonstrate fine and DC al fine

Perform and identify all dynamic levels (pp, p, mp, mf, f, ff, crescendo, and decrescendo)

Perform music with varying articulation

Use I, V and (V7) chords to accompany songs on classrooms instruments

Improvise using nontraditional sounds

Use environmental sounds to enhance the mood and/or words in a musical composition

Compose ostinati using traditional notation

Identify sharp, flat, natural

Identify and demonstrate half steps and whole steps

Identify key changes and chord changes aurally

Identify and perform articulation: slurs and staccato/legato markings

Perform on classroom instruments or sing expressively with appropriate dynamics and articulation

Demonstrate 6/8 time

Identify the key signatures of C major, F major and G major

Sing ostinati, rounds, descants, and simple two-part harmonies

Notate sharp, flat, natural; scale building (half and whole step)

Identify tonal center, solfege/pitch systems, part singing,

Identify key changes and chord changes (e.g. 12 bar blues, chord progressions)

Identify voice parts (soprano, alto, tenor, bass)

Perform articulation: slur, staccato, legato, etc.

Identify and explore larger forms including opera, symphony, etc.;

Identify and perform tempo terms (largo, lento, andante, presto)


K 1 2 3 4 5

Sing in unison within a group, blending by matching pitch and dynamic levels (loud & soft)

Sing, from memory, a varied repertoire of age appropriate songs including patriotic/multi-cultural, game songs, and play-party (song with dance)

Sing a variety of songs from memory

Practice “wait and listen” before imitating melodic patterns

Explore inventive vocal sounds (e.g. imitating sirens, yawns, sigs, and animal sounds) in high and low registers

Place emphasis on the difference between singing and speaking in both the head and chest voices (light and heavy; or high and low registers)

Use the voice to improvise simple melodic phrases such as scat singing, street calls, and blues

Compose and use non-traditional notation to preserve ostinati which enhance given melody

Create a hierarchy of musical preference based on teacher identified criteria

Sing independently on pitch within an appropriate range (c1- d2), and with appropriate timbre

Introduction of head voice, and vocal exploration, diction, (enunciation), posture, and maintain a steady tempo

Sing independently on pitch within an appropriate range (Bb-e2), with appropriate timbre (use of head voice), diction (enunciation), posture, breath control, and maintain a steady tempo

Sing with appropriate articulation (legato, staccato)

Sing expressively with appropriate dynamics (using a variety of levels ranging from pp to ff), crescendo, decrescendo, accent, phrasing, and interpretation.

Sing, from memory, a varied repertoire of songs representing genres and styles from diverse cultures

Sing partner songs

Sing independently, on pitch and in rhythm within an appropriate range (low Bb – f2), and with appropriate timbre (use of head voice and breath control with good diaphragmatic breathing), diction (introduce appropriate use of vowels/consonants), posture and maintain a steady tempo

Sing expressively with appropriate dynamics (using a variety of levels ranging from pp to ff), crescendo, decrescendo, accent, appropriate articulation (legato, staccato), phrasing, and interpretation

Sing from memory, a varied repertoire of songs representing genres and styles from diverse cultures

Identify single sixteenth note

Identify the bass clef

Perform two-part vocal music with instrumental ostinato or countermelody

Sing accurately, and with proper breath control, in solo passages

Describe various careers in music and ways that they may provide personal satisfaction

Improvise simple rhythmic variations and simple melodic embellishments of a countermelody using chord roots as a melodic source

Improvise vocal or instrumental music using electronic sounds

Compose, arrange, and notate music to accompany readings or dramatizations


K 1 2 3 4 5

Sing expressively, with ppropriate dynamics (forte, piano, accent, crescendo, decrescendo), phrasing, and interpretation


Sing ostinati and rounds

Sing in groups, maintain a steady tempo, match dynamic levels, and blend vocal timbres

Sing in groups, responding to the cues of a conductor (entrances, cut-offs, dynamic levels and tempo), maintaining a steady tempo, blending vocal timbre and matching dynamic level

Sing in groups while maintaining a steady tempo, blending vocal timbres, breath control (with good diaphragmatic breathing), matching dynamic levels, and responding to the cues of a conductor (entrances / cut-offs / dynamic levels/tempo changes / articulation)

Compose and use standard notation to preserve chordal patterns which enhance given melodies

Use a variety of electronic media when composing

Sing accurately, and with proper breath control, within small and large ensembles, responding to the cues of the conductor

Identify choral music

Aurally and visually identify various groupings of singers and players including solo, duet, trio, and quartet

Sing ostinati, rounds, descants, partner songs, and simple two-part harmony through I, IV, V chords

Sing on pitch and in rhythm, within an appropriate range (low G-a2) and with appropriate timbre (use of head voice and breath control with good diaphragmatic breathing), diction (appropriate use of vowels/consonants), posture and maintain a steady tempo

Sing expressively with appropriate dynamics (use a variety of levels, ranging from pp to ff), crescendo, decrescendo, accent, appropriate articulation (legato, staccato), phrasing, and interpretation

Sing in groups while maintaining a steady tempo, blending vocal timbres, breath control (with good diaphragmatic breathing), matching dynamic levels, and responding to the cues of a conductor (entrances / cut-offs / dynamic levels / tempo changes / articulation)


Documents

U.200.10 - FCPS · MU.500.15.01 Identify and notate octaves visually and aurally MU.500.15.02 Identify and notate, in standard notation, the entire range of the treble clef from low