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School City of Hobart |
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School City of Hobart Music |
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Music - Grade 1 |
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Standard 1
The learner will be able to
sing with a group on pitch and with the rhythm and tempo requested. They use good posture. Students in first grade sing expressively using dynamic contrasts. They sing from memory songs of different cultures. .
| Strand |
Source |
| Singing alone and with others |
IDOE |
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1.1.1
The learner will be able to
match a given pitch or a simple pitch pattern.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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1.1.2
The learner will be able to
sing on pitch while maintaining a steady beat.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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1.1.3
The learner will be able to
sing high and low pitches.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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1.1.4
The learner will be able to
sing loudly and softly with correct posture as taught by the instructor.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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1.1.5
The learner will be able to
sing a short memorized song in a foreign language.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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Standard 2
The learner will be able to
perform basic rhythmic and melodic patterns on rhythmic and melodic instruments. They maintain a steady tempo and play with a group.
| Strand |
Source |
| Playing an instrument |
IDOE |
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1.2.1
The learner will be able to
echo a given pitch or rhythmic pattern.
| Strand |
Source |
| Playing an instrument |
IDOE |
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1.2.2
The learner will be able to
play a simple ostinato.
Example: Play a repeated pattern of two notes on a xylophone while the class sings.
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| Strand |
Source |
| Playing an instrument |
IDOE |
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1.2.3
The learner will be able to
keep a steady beat on a percussion instrument.
| Strand |
Source |
| Playing an instrument |
IDOE |
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1.2.4
The learner will be able to
play an instrument with a group.
| Strand |
Source |
| Playing an instrument |
IDOE |
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Reading, notating and interpreting music
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Standard 3
The learner will be able to
read and notate basic notation in simple meters or groupings using a system of numbers or syllables. They identify and notate musical symbols and terms.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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1.3.1
The learner will be able to
read, notate, and perform quarter and eighth notes in groupings of two or four beats.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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1.3.2
The learner will be able to
read and use movement to demonstrate the effect of a quarter rest.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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1.3.3
The learner will be able to
identify a musical staff and bar lines.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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1.3.4
The learner will be able to
read given pitch patterns using solfege syllables or numbers.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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Improvising melodies and accompaniments
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Standard 4
The learner will be able to
improvise rhythmic and melodic phrases that sound similar to those played by a teacher. They improvise using many sound sources, including sounds from the classroom, body sounds, and sounds from electronic sources.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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1.4.1
The learner will be able to
respond, either on an instrument or by singing, to teacher given "questions." Example: When the teacher plays a short phrase on a xylophone or keyboard, make up a phrase to play back to the teacher.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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1.4.2
The learner will be able to
invent and perform a short ostinato either on an instrument or vocally.
Example: Using quarter and eighth note values, make a short rhythm pattern to be repeated while the class sings or plays.
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| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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Composing and arranging music
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Standard 5
The learner will be able to
create music that will go with readings. They create short melodic or rhythmic patterns, using a variety of sound sources.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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1.5.1
The learner will be able to
compose a melodic or rhythmic pattern using traditional or non-traditional sounds.
Example: Create a piece to be recorded and used with a favorite class story using instruments or sounds from the classroom.
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| Strand |
Source |
| Composing and arranging music |
IDOE |
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Listening, analyzing, describing music
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Standard 6
The learner will be able to
depict changes in music being heard, either through movement or verbal response. They also begin to identify musical pitches as being in a high or low range. They describe qualities of musical examples after listening to them. Students use correct terminology as terms are introduced in class.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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1.6.1
The learner will be able to
depict changes such as from fast to slow or soft to loud through using movement, verbal description, or symbols.
Example: Identify a musical passage as an example of the dynamic level of forte by raising a hand when a loud passage is played.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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1.6.2
The learner will be able to
identify the sound of high versus low pitches by using hand motions.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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1.6.3
The learner will be able to
use musical terms for 'loud' (forte) or 'soft' (piano).
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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1.6.4
The learner will be able to
identify the sound of an orchestra as opposed to that of a choir or brass ensemble.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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1.6.5
The learner will be able to
use movements to show the meaning of the terms crescendo (gradually louder) and decrescendo (gradually softer).
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Understanding relationships
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Standard 7
The learner will be able to
identify similarities and differences in the meanings of terms used in more than one art form. They also identify similarities among different subject areas and the arts.
| Strand |
Source |
| Understanding relationships |
IDOE |
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1.7.1
The learner will be able to
name terms or ideas that are used the same way in music, art, dance, or theatre.
Example: Name words that are used to describe works of music, art, dance, or theatre, such as: happy and sad, light and dark, or same and different.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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1.7.2
The learner will be able to
name ideas that are used differently in music, art, dance, or theatre.
Example: Talk about how music heard or sung in class makes you feel, and do the same after viewing a painting, a play, or a ballet.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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Standard 8
The learner will be able to
identify musical works from other cultures. They also name various uses of music in everyday life.
| Strand |
Source |
| Understanding music |
IDOE |
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1.8.1
The learner will be able to
identify a folk song or instrument from America and one from another country.
| Strand |
Source |
| Understanding music |
IDOE |
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1.8.2
The learner will be able to
compare and contrast folk dances from two countries of the world.
Example: Name a dance from another country besides your own. Tell about how it is different from a known American folk dance or how it resembles it.
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| Strand |
Source |
| Understanding music |
IDOE |
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1.8.3
The learner will be able to
discuss suitable music for various occasions and rituals.
| Strand |
Source |
| Understanding music |
IDOE |
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Standard 9
The learner will be able to
talk about what they hear in music.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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1.9.1
The learner will be able to
listen to two compositions. Discuss what is heard in each, using musical descriptions.
Example: Talk about whether the two pieces sound alike or different, comparing tempo expressive elements.
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| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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