School Improvement in Maryland

Music Grade K State Curriculum

August 6, 2008
PK-8 State Curriculum (Acrobat 118k)  (MS Word 394k)
K All Content Areas with WSS Alignment (Acrobat 381k)  
K Fall Exemplars (Acrobat 383k)  
K Spring Exemplars (Acrobat 374k)  
View Glossary (Acrobat 21k)
The Pencil icon represents key indicators of the MMSR Kindergarten Assessment.

Standard 1.0 Perceiving, Performing, and Responding: Aesthetic Education

Students will demonstrate the ability to perceive, perform, and respond to music.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Perceiving, Performing, and Responding: Aesthetic Education

Indicator

  • 1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment

Objectives

  1. Experiment with a range of classroom instruments such as wood blocks, triangles, rhythm sticks, maracas, guiros, jingle bells, sand blocks, cymbals, tambourines, and hand drums
  2. Identify repeated patterns heard in music
  3. Identify sounds as fast/slow, loud/soft (quiet), long/short, high/low
  4. Explore and discuss sounds heard in selected environments such as classroom, playground, field trip, cafeteria

Indicator

  • 2. Experience performance through singing, playing instruments, and listening to performances of others
  • AssessedWSS VI A1 Participates in group music experiences.

Objectives

  1. Experiment with vocal sounds that use a variety of pitches: singing in an age-appropriate range, speaking, whispering, and calling
  2. Listen to examples of adult male voices, adult female voices, and children's voices
  3. Wait and listen before imitating rhythmic and melodic patterns
  4. Explore steady beat through singing, speaking, and playing classroom instruments
  5. Explore beat groupings (meter) through singing, speaking, and playing classroom instruments
  6. Explore use of simple 2- or 4-beat rhythmic ostinatos
  7. Sing or play in groups, matching tempo (fast and slow)
  8. Experience as an audience member a variety of concerts, plays, and other age-appropriate programming

Indicator

  • 3. Respond to music through movement
  • AssessedWSS VI A2 Participates in creative movement, dance, and drama.
  • AssessedWSS VI B1 Responds to artistic creations or events.

Objectives

  1. Demonstrate understanding of personal space while moving to music
  2. Explore and recognize steady beat through locomotor and non-locomotor movement
  3. Follow simple directions or verbal cues in singing games
  4. Use a variety of locomotor and non-locomotor movements to show meter

Indicator

  • 4. Experiment with standard and individually created symbols to represent sounds

Objectives

  1. Interpret picture symbols representing musical characteristics
  2. Interpret stem notation used to represent rhythms


Standard 2.0 Historical, Cultural, and Social Context

Students will demonstrate an understanding of music as an essential aspect of history and human experience.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Historical, Cultural, and Social Context

Indicator

  • 1. Develop the ability to recognize music as a form of individual and cultural expression through experiencing music as both personal and societal expression

Objectives

  1. Explore music used in the home, school, and community
  2. Sing and listen to music representative of different activities, holidays, and seasons in a variety of world cultures

Indicator

  • 2. Become acquainted with the roles of music in the lives of people

Objectives

  1. Explore a rich repertoire of children's music that includes singing games and finger play
  2. Perform songs and dances from a variety of historical periods and world cultures, including some connected to general classroom studies

Indicator

  • 3. Explore the relationship of music to dance, theatre, the visual arts and other disciplines

Objectives

  1. Explore creative expression through music as it relates to dance, creative dramatics, and the visual arts
  2. Participate in music activities that emphasize rhyming words and "all about me" themes

Indicator

  • 4. Develop knowledge of a wide variety of styles and genres through the study of music history

Objective

  1. Listen to music representative of a variety of styles and genres and discuss the differences between them


Standard 3.0 Creative Expression and Production

Students will demonstrate the ability to organize musical ideas and sounds creatively.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Creative Expression and Production

Indicator

  • 1. Develop confidence in the ability to improvise music through experimentation with sound

Objectives

  1. Sort classroom instruments by sound and playing technique
  2. Improvise simple text (one or two words) by filling in the blanks of familiar songs with other selected words to create new meaning

Indicator

  • 2. Investigate composing music through experimentation with sound and the tools of composition

Objectives

  1. Create a sound piece by interpreting visual representations of sound, using a variety of modalities, such as classroom instruments, environmental sounds, the voice, body percussion, and found objects
  2. Create rhythmic sound patterns using body percussion


Standard 4.0 Aesthetics and Criticism

Students will demonstrate the ability to make aesthetic judgments.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Aesthetics and Criticism

Indicator

  • 1. Express preferences about selected musical compositions

Objective

  1. Verbalize or use visual representation to express musical preferences (e.g., how it makes me feel, what it makes me think about, what it reminds me of)

Indicator

Objective

  1. Use teacher and student identified words to develop a vocabulary bank for evaluating musical performances


August 6, 2008