Crawford Central School District

MUSIC CURRICULUM GRADES K-6

Standard 1:

Singing, alone and with others, a varied repertoire of music

Kindergarten

• Sing independently in rhythm with correct posture and tempo

• Students sing with appropriate dynamics

• Students sing from memory a varied repertoire of songs representing genres

and styles from diverse cultures

• Students sing in groups, from memory responding to the cues of a conductor

• Students are introduced to matching pitch

First Grade

• Sing independently in rhythm with correct posture and tempo

• Students sing expressively, with appropriate dynamics, phrasing and

interpretation

• Students sing from memory a varied repertoire of songs representing genres

and styles from diverse cultures

• Students sing ostinatos

• Students sing in groups, matching dynamic levels, and responding to the cues

of a conductor

• Students continue to review matching pitch

Second Grade

• Sing independently, on pitch and in rhythm with correct posture and tempo

• Students sing expressively, with appropriate dynamics, phrasing and

interpretation

• Students sing from memory a varied repertoire of songs representing genres

and styles from diverse cultures

• Students sing in groups, matching dynamic levels, and responding to the cues

of a conductor

• Students sing rounds and ostinatos

Third Grade

• Sing independently, on pitch and in rhythm with correct posture and tempo

• Students sing expressively, with appropriate dynamics, phrasing and

interpretation

• Students sing from memory a varied repertoire of songs representing genres

and styles from diverse cultures

• Students sing in groups, matching dynamic levels, and responding to the cues

of a conductor

• Students sing rounds and ostinatos

Fourth Grade

• Sing independently, on pitch and in rhythm with correct posture and tempo

• Students sing expressively, with appropriate dynamics, phrasing and interpretation

• Students sing from memory a varied repertoire of songs representing genres

and styles from diverse cultures

• Students sing in groups, matching dynamic levels, and responding to the cues

of a conductor

• Students sing ostinatos, partner songs and rounds

Fifth Grade

• Sing independently, on pitch and in rhythm with correct diction posture and

tempo

• Students sing expressively, with appropriate dynamics, phrasing and

interpretation

• Students sing from memory a varied repertoire of songs representing genres

and styles from diverse cultures

• Students sing in groups, blending vocal timbres, matching dynamic levels, and

responding to the cues of a conductor

• Students sing ostinatos, partner songs and rounds

Fifth Grade Chorus

• Students sing from memory a varied repertoire of songs representing genres

and styles from diverse cultures at the appropriate level for performance

• Students sing in groups, blending vocal timbres, matching dynamic levels, and

responding to the cues of a conductor at the appropriate level for performance

Sixth Grade

• Sing independently, on pitch and in rhythm with correct diction posture and

tempo

• Students sing expressively, with appropriate dynamics, phrasing and

interpretation

• Students sing from memory a varied repertoire of songs representing genres

and styles from diverse cultures ·

• Students sing in groups, blending vocal timbres, matching dynamic levels, and

responding to the cues of a conductor

• Students sing ostinatos, partner songs and rounds

Sixth Grade Chorus

• Sing independently, on pitch and in rhythm with correct diction posture and

tempo at the appropriate level for performance

• Students sing expressively, with appropriate dynamics, phrasing and

interpretation at the appropriate level for performance

• Students sing from memory a·varied repertoire of songs representing genres

and styles from diverse cultures at the appropriate level for performance

• Students sing in groups, blending vocal timbres, matching dynamic levels, and

responding to the cues of a conductor at the appropriate level for performance

Standard 2:

Performing on instruments, alone and with others, a varied repertoire

of music

Kindergarten

• Students perform in rhythm with appropriate dynamics and tempo

• Students perform easy rhythmic patterns

• Students echo short rhythms and melodic patterns ·

• Students perform in groups, matching dynamic levels and responding to the

cues of the conductor

• Students are introduced to performing expressively a varied repertoire of

music representing diverse genres and styles

• Students are introduced to performing independent instrumental parts while

other students sing or play contrasting parts

First Grade

• Students perform in rhythm with appropriate dynamics and tempo

• Students perform easy rhythmic and melodic patterns accurately and

independently on rhythmic and melodic classroom instruments

• Students perform expressively a varied repertoire of music representing

diverse genres and styles

• Students echo short rhythms and melodic patterns

• Students perform in groups, matching dynamic levels and responding to the

cues of the conductor

• Students perform independent instrumental parts while other students sing or

play contrasting parts

Second Grade

• Students perform in rhythm with appropriate dynamics and tempo

• Students perform easy rhythmic and melodic patterns accurately and

independently on rhythmic and melodic classroom instruments

• Students perform expressively a varied repertoire of music representing

diverse genres and styles

• Students echo short rhythms and melodic patterns

• Students perform in groups, matching dynamic levels and responding to the

cues of the conductor

• Students perform independent instrumental parts while other students sing or

play contrasting parts

• Students are introduced to performing easy chordal patterns accurately and

independently on harmonic classroom instruments

Third Grade

• Students perform on pitch (recorder) and in rhythm with appropriate dynamics

and tempo

• Students perform easy rhythmic, melodic and chordal patterns accurately and

independently on rhythmic and melodic classroom instruments

• Students perform expressively a varied repertoire of music representing

diverse genres and styles

• Students echo short rhythms and melodic patterns

• Students perform in groups, matching dynamic levels and responding to the

cues of the conductor

• Students perform independent instrumental parts while other students sing or play contrasting parts

• Students are introduced to blending instrumental timbres

Third Grade Instrumental (strings recommended)

• Students are introduced to performing with good posture, playing position and

breath, bow or stick control during their weekly lesson and ensemble

rehearsal.

• Students are introduced to performing with expression and technical accuracy

during their weekly lesson and ensemble rehearsal.

• Students are introduced to playing by ear during their weekly lesson and

ensemble rehearsal.

Fourth Grade

• Students perform on pitch and in rhythm with appropriate dynamics and

tempo

• Students perform easy rhythmic, melodic and chordal patterns accurately and

independently on rhythmic and melodic classroom instruments

• Students perform expressively a varied repertoire of music representing

diverse genres and styles

• Students echo short rhythms and melodic patterns

• Students perform in groups, matching dynamic levels and responding to the

cues of the conductor

• Students perform independent instrumental parts while other students sing or

play contrasting parts

Fourth Grade Instrumental (all band and orchestral instruments)

• Students perform with good posture, playing position and breath, bow or stick

control during their weekly lesson and ensemble rehearsal.

• Students perform with expression and technical accuracy during their weekly

lesson and ensemble rehearsal.

• Students play by ear during their weekly lesson and ensemble rehearsal.

Fifth Grade

• Students perform on pitch and in rhythm with appropriate dynamics and

tempo

• Students perform easy rhythmic, melodic and chordal patterns accurately and

independently on rhythmic and melodic classroom instruments

• Students perform expressively a varied repertoire of music representing

diverse genres and styles

• Students echo short rhythms and melodic patterns

• Students perform in groups, matching dynamic levels and responding to the

cues of the conductor

• Students perform independent instrumental parts while other students sing or

play contrasting parts

Fifth Grade Instrumental (all band and orchestral instruments)

• Students perform with good posture, playing position and breath, bow or stick

control during their weekly lesson and ensemble rehearsal.

• Students perform with expression and technical accuracy during their weekly

lesson and ensemble rehearsal.

• Students play by ear during their weekly lesson and ensemble rehearsal

Sixth Grade

• Students perform on pitch and in rhythm with appropriate dynamics and

tempo

• Students perform easy rhythmic, melodic and chordal patterns accurately and

independently on rhythmic and melodic classroom instruments

• Students perform expressively a varied repertoire of music representing

diverse genres and styles

• Students echo short rhythms and melodic patterns

• Students perform in groups, matching dynamic levels and responding to the

cues of the conductor

• Students perform independent instrumental parts while other students sing or

play contrasting parts

Sixth Grade Instrumental (all band and orchestral instruments)

• Students perform with good posture, playing position and breath, bow or stick

control during their weekly lesson and ensemble rehearsal.

• Students perform with expression and technical accuracy during their weekly

lesson and ensemble rehearsal.

• Students play by ear during their weekly lesson and ensemble rehearsal

Standard 3:

Improvising melodies, variations and accompaniments

Kindergarten

• Students are introduced to responding through movement to music of various

tempi, meters, dynamics, modes, genres and styles

First Grade

• Students respond through movement to music of various tempi, meters,

dynamics, modes, genres and styles

Second Grade

• Students respond through movement to music of various tempi, meters,

dynamics, modes, genres and styles

• Students are introduced to improvising "answers" in the same style to given

rhythm and melodic phrases

• Students are introduced to improvising simple rhythmic and melodic ostinato

accompaniments

• Students are introduced to improvising short songs and instrumental pieces using

a variety of sound sources in their improvisations, including traditional sounds,

non-traditional sounds available in the classroom, body sounds, and sounds

produced by electronic means

Third Grade

• Students respond through movement to music of various tempi, meters,

dynamics, modes, genres and styles

• Students improvise "answers" in the same style to given rhythm and melodic

phrases

• Students improvise simple rhythmic and melodic ostinato accompaniments

• Students improvise short songs and instrumental pieces using a variety of sound

sources in their improvisations, including traditional sounds, non­ traditional

sounds available in the classroom, body sounds, and sounds produced by

electronic means

Fourth Grade

• Students respond through movement to music of various tempi, meters,

dynamics, modes, genres and styles

• Students improvise "answers" in the same style to given rhythm and melodic phrases

• Students improvise simple rhythmic and melodic ostinato accompaniments

• Students improvise short songs and instrumental pieces using a variety of sound

sources in . their improvisations, including traditional sounds, non­ traditional

sounds available in the classroom, body sounds, . and sounds produced by

electronic means

• Students are introduced to improvising simple rhythmic variations and simple

melodic embellishments on familiar melodies.

Fifth Grade

• Students respond through movement to music of various tempi, meters,

dynamics, modes, genres and styles

• Students improvise "answers" in the same style to given rhythm and melodic

phrases

• Students improvise simple rhythmic and melodic ostinato accompaniments

• Students improvise short songs and instrumental pieces· using a variety of sound

sources in their improvisations, including traditional sounds, non­ traditional

sounds available in the classroom, body sounds, and sounds produced by

electronic means

• Students improvise simple rhythmic variations and simple melodic

embellishments on familiar melodies

Fifth Grade Instrumental (all band and orchestral instruments)

• Students are introduced to improvising simple rhythmic variations and simple

melodic embellishments on familiar melodies during their weekly lesson and

ensemble rehearsal

Sixth Grade

• Students respond through movement to music of various tempi, meters,

dynamics, modes, genres and styles

• Students improvise "answers" in the same style to given rhythm and melodic

phrases

• Students improvise simple rhythmic and melodic ostinato accompaniments

• Students improvise short songs and instrumental pieces using a variety of sound

sources in their improvisations, including traditional sounds, non­ traditional

sounds available in the classroom, body sounds, and sounds produced by

electronic means

• Students improvise simple rhythmic variations and simple melodic

embellishments on familiar melodies

Sixth Grade Chorus

• Students are introduced to improvising "answers" in the same style to given

rhythmic and melodic phrases using the pentatonic scale

• Students are introduced to improvising simple rhythmic and melodic ostinato

accompaniments using the pentatonic scale

Sixth Grade Instrumental (all band and orchestral instruments)

• Students improvise simple rhythmic variations and simple melodic

embellishments on familiar melodies

Fifth Grade Instrumental (all band and orchestra instruments)

• Students create and arrange short songs and instrumental pieces within

specified guidelines

Sixth Grade

• Students create and arrange music to accompany readings or dramatizations

• Students create and arrange short songs and instrumental pieces within

specified guidelines

• Students use a variety of sound sources when composing

Sixth Grade Instrumental (all band and orchestra instruments)

• Students create and arrange short songs and instrumental pieces within

specified guidelines

Sixth Grade Chorus

• Students are introduced to creating and arranging music to accompany

readings or dramatizations

Standard 4:

Composing and arranging music within specified guidelines

Kindergarten

• Students are introduced to creating and arranging music to accompany

readings or dramatizations

First Grade

• Students create and arrange music to accompany readings or dramatizations

Second Grade

• Students create and arrange music to accompany readings or dramatizations

• Students are introduced to creating and arranging short songs and instrumental

pieces within specified guidelines

• Students are introduced to using a variety of sound sources when composing

Third Grade

• Students create and arrange music to accompany readings or dramatizations

• Students create and arrange short songs and instrumental pieces within

specified guidelines

• Students use a variety of sound sources when composing

Fourth Grade

• Students create and arrange music to accompany readings or dramatizations

• Students create and arrange short songs and instrumental pieces within

specified guidelines

• Students use a variety of sound sources when composing

Fourth Grade Instrumental (all band and orchestral instruments)

• Students create and arrange short songs and instrumental pieces within

specified guidelines

Fifth Grade

• Students create and arrange music to accompany readings or dramatizations

• Students create and arrange short songs and instrumental pieces within

specified guidelines

• Students use a variety of sound sources when composing

Standard 5:

Reading and notating music

First Grade

• Students are introduced to a system (i.e. syllables, numbers or letters) to read

simple pitch notation in the treble clef in major keys

• Students are introduced to symbols and traditional terms referring to dynamics

and interpret them correctly when performing

Second Grade

• Students use a system (i.e. syllables, numbers or letters) to read simple pitch

notation in the treble clef in major keys

• Students identify symbols and traditional terms referring to dynamics and

interpret them correctly when performing

• Students are introduced to symbols and traditional terms referring to tempo

and interpret them correctly when performing

Third Grade

• Students read whole, half, quarter and eighth notes in 2/4, 3/4 and 4/4 meter

signatures

• Students use a system (i.e. syllables, numbers or letters) to read simple pitch

notation in the treble clef in major keys

• Students identify symbols and traditional terms referring to dynamics and

tempo and interpret them correctly when performing

• Students are introduced to symbols and traditional terms referring to

articulation and interpret them correctly when performing

• Students are introduced to dotted half, sixteenth and dotted eighth- sixteenth

notes in 2/4, 3/4 and 4/4 meter signatures

Third Grade Instrumental (strings recommended)

• Students are introduced to reading and performing whole, half, dotted half,

quarter, dotted quarter, eighth and the corresponding rests in 2/4, 3/4 and 4/4

meter signatures in their weekly lessons and ensemble rehearsals

• Students use the traditional system to read simple pitch notation in the clef of

their instrument in their weekly lessons and ensemble rehearsals

• Students identify symbols and traditional terms referring to dynamics, tempo

and articulation and interpret them correctly when performing in their weekly

lessons and ensemble rehearsals

• Students use standard symbols to notate meter, rhythm, pitch and dynamics in

simple patterns presented by the teacher in their weekly lessons and ensemble

rehearsals

Fourth Grade

• Students read whole, half, dotted half, quarter, eighth, sixteenth and dotted

eighth/ sixteenth notes in 2/4, 3/4 and 4/4 meter signatures

• Students use a system (i.e. syllables, numbers or letters) to read simple pitch

notation in the treble clef in rriajor keys

• Students identify symbols and traditional terms referring to dynamics, tempo

and articulation and interpret them correctly when performing

• Students are introduced to dotted quarter/ eighth note rhythms in 2/4, 3/4 and

4/4 meter signatures

Fourth Grade Instrumental (all band and orchestral instruments)

• Students are introduced to reading and performing whole, half, dotted half,

quarter, dotted quarter, eighth and the corresponding rests in 2/4, 3/4 and 4/4

meter signatures in their weekly lessons and ensemble rehearsals

• Students use the traditional system to read simple pitch notation in the clef of

their instrument in their weekly lessons and ensemble rehearsals

• Students identify symbols and traditional terms referring to dynamics, tempo

and articulation and interpret them correctly when performing in their weekly

lessons and ensemble rehearsals

• Students use standard symbols to notate meter, rhythm, pitch and dynamics in

simple patterns presented by the teacher in their weekly lessons and ensemble

rehearsals

Fifth Grade

• Students read whole, half, dotted half, quarter, eighth, sixteenth and dotted

eighth/ sixteenth notes in 2/4, 3/4 and 4/4 meter signatures

• Students use a system (i.e. syllables, numbers or letters) to read simple pitch

notation in the treble clef in major keys

• Students identify symbols and traditional terms referring to dynamics, tempo

and articulation and interpret them correctly when performing

Fifth Grade Chorus

• Students read whole, half, dotted half, quarter, eighth, sixteenth and dotted

eighth/ sixteenth notes in 2/4, 3/4 and 4/4 meter signatures at the appropriate

level for performance

Fifth Grade Instrumental (all band orchestral instruments)

• Students read and perform whole, half, dotted half, quarter, dotted quarter,

eighth and the corresponding rests in 2/4, 3/4 and 4/4 meter signatures in their

weekly lessons and ensemble rehearsals

• Students use the traditional system to read simple pitch notation in the clef of

their instrument in their weekly lessons and ensemble rehearsals

• Students identify symbols and traditional terms referring to dynamics, tempo

and articulation and interpret them correctly when performing in their weekly

lessons and ensemble rehearsals

• Students use standard symbols to notate meter, rhythm, pitch and dynamics in

simple patterns presented by the teacher in their weekly lessons and ensemble

rehearsals

• Students are introduced to sixteenth notes and sixteenth note combinations in

2/4, 3/4 and 4/4 meter signatures in their weekly lessons and ensemble

rehearsals

• Students are introduced to 6/8 and¢ (cut time) meter signatures in their

weekly lessons and ensemble rehearsals

• Students sight read accurately and expressively music with a difficulty level

of 1 on a scale of 1 to 6

Sixth Grade

• Students read whole, half, dotted half, quarter, eighth, sixteenth and dotted

eighth/ sixteenth notes in 2/4, 3/4 and 4/4 meter signatures

• Students use a system (i.e. syllables, numbers or letters) to read simple pitch

notation in the treble clef in major keys

• Students identify symbols and traditional terms referring to dynamics, tempo

and articulation and interpret them correctly when performing

Sixth Grade Chorus

• Students read whole, half, dotted half, quarter, eighth, sixteenth and dotted

eighth/ sixteenth notes in 2/4, 3/4 and 4/4 meter signatures at the appropriate

level for performance

• Students are introduced to 3/8, 6/8 and ¢ (cut time) meter signatures

Sixth Grade Instrumental (all band and orchestral instruments)

• Students read and perform whole, half, dotted half, quarter, dotted quarter, eighth

and sixteenth notes and the corresponding rests in 2/4, 3/4 ,4/4, 6/8 and

¢ (cut time) meter signatures in their weekly lessons and ensemble rehearsals

• Students use the traditional system to read simple pitch notation in the clef of

their instrument in their weekly lessons and ensemble rehearsals

• Students identify symbols and traditional terms referring to dynamics, tempo

and articulation and interpret them correctly when performing in their weekly

lessons and ensemble rehearsals

• Students use standard symbols to notate meter, rhythm, pitch and dynamics in

simple patterns presented by the teacher in their weekly lessons and ensemble

rehearsals

• Students sight read accurately and expressively music with a difficulty level

of 1 on a scale of 1 to 6

Standard 6:

Listening to, analyzing and describing music

Kindergarten

• Students are introduced to simple music forms presented aurally

• Students are introduced to perceptual skills by moving, answering questions

about and describing aural examples of music of various styles representing

diverse cultures

• Students are introduced to appropriate terminology in explaining music, music.

notation, music instruments and voices and music performances

• Students are introduced to the sounds of a variety of instruments including

many orchestra and band instruments and instruments from various cultures as

well as children's voices and male and female adult voices

• Students are introduced to responding through purposeful movement to

selected prominent music characteristics or to specific music events while

listening to music

First Grade

• Students identify simple music forms presented aurally

• Students demonstrate perceptual skills by moving, answering questions about

and describing aural examples of music of various styles representing diverse

cultures

• Students use appropriate terminology in explaining music, music notation,

music instruments and voices and music performances

• Students identify the sounds of a variety of instruments including many

orchestra and band instruments and instruments from various cultures as well

as children's voices and male and female adult voices

• Students respond through purposeful movement to selected prominent music

characteristics or to specific music events while listening to music

Second Grade

• Students identify simple music forms presented aurally

• Students demonstrate perceptual skills by moving, answering questions about

and describing aural examples of music of various styles representing diverse

cultures

• Students use appropriate terminology in explaining music, music notation,

music instruments and voices and music performances

• Students identify the sounds of a variety of instruments including many

orchestra and band instruments and instruments from various cultures as well

as children's voices and male and female adult voices

• Students respond through purposeful movement to selected prominent music

characteristics or to specific music events while listening to music

Third Grade

• Students identify simple music forms presented aurally

• Students demonstrate perceptual skills by moving, answering questions about

and describing aural examples of music of various styles representing diverse

cultures

• Students use appropriate terminology in explaining music, music notation,

music instruments and voices and music performances

• Students identify the sounds of a variety of instruments including many

orchestra and band instruments and instruments from various cultures as well

as children's voices and male and female adult voices

• Students respond through purposeful movement to selected prominent music

characteristics or to specific music events while listening to music

Fourth Grade

• Students identify simple music forms presented aurally

• Students demonstrate perceptual skills by moving, answering questions about

and describing aural examples of music of various styles representing diverse

cultures

• Students use appropriate terminology in explaining music, music notation,

music instruments and voices and music performances

• Students identify the sounds of a variety of instruments including many

orchestra and band instruments and instruments from various cultures as well

as children's voices and male and female adult voices

• Students respond through purposeful movement to selected prominent music

characteristics or to specific music events while listening to music

Fourth Grade Instrumental (all band and orchestra instruments)

• Students use appropriate terminology in explaining music, music notation,

music instruments and music performances

• Students identify the sounds of a variety of instruments including many

orchestra and band instruments and instruments from various cultures

Fifth Grade

• Students identify simple music forms presented aurally

• Students demonstrate perceptual skills by moving, answering questions about

and describing aural examples of music of various styles representing diverse

cultures

• Students use appropriate terminology in explaining music, music notation,

music instruments and voices and music performances

• Students identify the sounds of a variety of instruments including many

orchestra and band instruments and instruments from various cultures as well

as children's voices and male and female adult voices

• Students respond through purposeful movement to selected prominent music

characteristics or to specific music events while listening to music

Fifth Grade Instrumental (all band and orchestra instruments)

• Students use appropriate terminology in explaining music, music notation,

music instruments and music performances

• Students identify the sounds of a variety of instruments including many

orchestra and band instruments and instruments from various cultures

Sixth Grade

• Students identify simple music forms presented aurally

• Students demonstrate perceptual skills by moving, answering questions about

and describing aural examples of music of various styles representing diverse

cultures

• Students use appropriate terminology in explaining music, music notation,

music instruments and voices and music performances

• Students identify the sounds of a variety of instruments including many

orchestra and band instruments and instruments from various cultures as well

as children's voices and male and female adult voices

• Students respond through purposeful movement to selected prominent music

characteristics or to specific music events while listening to music

Sixth Grade Instrumental (all band and orchestra instruments)

• Students use appropriate terminology in explaining music, music notation,

music instruments and music performances

• Students identify the sounds of a variety of instruments including many

orchestra and band instruments and instruments from various cultures

Sixth Grade Chorus

• Students use appropriate terminology in explaining music, music notation,

music instrume_nts and voices and music performances

• Students identify the sounds of a variety of instruments including many

orchestra and band instruments and instruments from various cultures as well

as children's voices and male and female adult voices

Standard 7:

Evaluating music and music performances

Third Grade

• Students are introduced to criteria for evaluating performances and

compositions

Third Grade Instrumental (strings recommended)

• Students are introduced to criteria for evaluating the quality and effectiveness

of music perfonnances and compositions and apply the criteria in their

personal listening and performing

Fourth Grade

• Students devise criteria for evaluating performances and compositions

Fourth Grade Instrumental (all band and orchestral instruments)

• Students develop criteria for evaluating the quality and effectiveness of music

performances and compositions and apply the criteria in their personal I listening and performing

• Students are introduced to evaluating the quality and effectiveness of their own and others' perform;ances, compositions, arrangements and

improvisations by applying specific criteria appropriate for the style of the

music and offering constructive suggestions for improvement

Fifth Grade

• Students devise criteria for evaluating performances and compositions

• Students are introduced to explaining , using appropriate music terminology,

their personal preferences for specific musical works and styles

Fifth Grade Instrumental (all band and orchestral instruments)

• Students develop criteria for evaluating the quality and effectiveness of music

performances and compositions and apply the criteria in their personal

listening and performing

• Students evaluate the quality and effectiveness of their own and others'

performances, compositions, arrangements and improvisations by applying

specific criteria appropriate for the style of the music and offer constructive

suggestions for improvement

Sixth Grade

• Students devise criteria for evaluating performances and compositions

• Students explain, using appropriate music terminology, their personal

preferences for specific musical works and styles

Sixth Grade Instrumental (all band and orchestral instruments)

• Students develop criteria for evaluating the quality and effectiveness of music

performances and compositions and apply the criteria in their personal

listening and performing

• Students evaluate the quality and effectiveness of their own and others'

performances, compositions, arrangements and improvisations by applying

specific criteria appropriate for the style of the music and offer constructive

suggestions for improvement

Standard 8:

Understanding relationships between music, the other arts and

disciplines outside the arts.

Kindergarten

• Students are introduced to ways in which the principles and subject matter of

other disciplines taught in the school are interrelated with those of music

First Grade

• Students identify ways in which the principles and subject matter of other

disciplines taught in the school are interrelated with those of music

Second Grade

• Students identify ways in which the principles and subject matter of other

disciplines taught in the school are interrelated with those of music

• Students are introduced to similarities and differences in the meanings of

common terms used in the various arts

Third Grade

• Students identify ways in which the principles and subject matter of other

disciplines taught in the school are interrelated with those of music

• Students identify similarities and differences in the meanings of common

terms used in the various arts

Third Grade Instrumental (strings recommended)

• Students are introduced to ways in which the principles and subject matter of

other disciplines taught in the school are interrelated with those of music

Fourth Grade

• Students identify ways in which the principles and subject matter of other

disciplines taught in the school are interrelated with those of music

• Students identify similarities and differences in the meanings of common

terms used in the various arts

Fourth Grade Instrumental (all band and orchestral instruments)

• Students are introduced to and describe ways in which the principles and

subject matter of other disciplines taught in the school are interrelated with

those of music

Fifth Grade

• Students identify ways in which the principles and subject matter of other

disciplines taught in the school are interrelated with those of music

• Students identify similarities and differences in the meanings of common

terms used in the various arts

Fifth Grade Instrumental (all band and orchestral instruments)

• Students describe ways in which the principles and subject matter of other

disciplines taught in the school are interrelated with those of music

Sixth Grade

• Students identify ways in which the principles and subject matter of other

disciplines taught in the school are interrelated with those of music

• Students identify similarities and differences in the meanings of common

terms used in the various arts

Sixth Grade Chorus

• Students are introduced to ways in which the principles and subject matter of

other disciplines taught in the school are interrelated with those of music in a

performing group

Sixth Grade Instrumental (all band and orchestral instruments)

• Students describe ways in which the principles and subject matter of other

disciplines taught in the school are interrelated with those of music

Standard 9:

Understanding Music in relation to history and culture

Kindergarten

• Students are introduced to and demonstrate audience behavior appropriate for

the context and style of music performed

• Students are introduced to various uses of music in their daily experiences and

describe characteristics that make certain music suitable for each use

First Grade

• Students demonstrate audience behavior appropriate for the context and style

of music performed

• . Students identify various uses of music in their daily experiences and describe

characteristics that make certain music suitable for each use

• Students are introduced to patterned dances of various cultures

Second Grade

• Students demonstrate audience behavior appropriate for the context and style

of music performed

• Students identify various uses of music in their daily experiences and describe

characteristics that make certain music suitable for each use

• Students perform patterned dances of various cultures

• Students are introduced to in simple terms how elements of music are used in

music examples from various cultures of the world

Third Grade

• Students demonstrate audience behavior appropriate for the context and style

of music performed

• Students identify various uses of music in their daily experiences and describe

characteristics that make certain music suitable for each use

• Students perform patterned dances of various cultures

• Students describe in simple terms how elements of music are used in music

examples from various cultures of the world

Fourth Grade

• Students demonstrate audience behavior appropriate for the context and style

of music performed

• Students identify various uses of music in their daily experiences and describe

characteristics that make certain music suitable for each use

• Students perform patterned dances of various cultures

• Students describe in simple terms how elements of music are used in music

examples from various cultures of the world

Fifth Grade

• Students demonstrate audience behavior appropriate for the context and style

of music performed

• Students identify various uses of music in their daily experiences and describe

characteristics that make certain music suitable for each use

• Students perform patterned dances of various cultures

• Students are introduced to roll of musicians in various settings and cultures

• Students describe in simple terms how elements of music are used in music

examples from various cultures of the world

Fifth Grade Instrumental (all band and orchestral instruments)

• Students are introduced to comparisons in several cultures of the world,

functions music serves , role of musicians and conditions under which music

is typically performed

Sixth Grade

• Students demonstrate audience behavior appropriate for the context and style

of music performed

• • Students identify various uses of music in their daily experiences and describe

characteristics that make certain music suitable for each use

• Students perform patterned dances of various cultures

• Students identify and describe roles of musicians in various settings and

cultures

• Students identify by genre or style, aural examples of music from various

historical periods and cultures

• Students describe in simple terms how elements of music are used in music

examples from various cultures of the world

Sixth Grade Chorus

• Students describe in simple terms how elements of music are used in music

examples from various cultures of the world

• Students identify various uses of music in their daily experiences and describe

characteristics that make certain music suitable for each use

Sixth Grade Instrumental (all band and orchestral instruments)

• Students are introduced to comparisons in several cultures of the world,

functions music serves , role of musicians and conditions under which music

is typically performed

Appendix A

Resources and Equipment

Standard 1: Singing

• Audio

• TVNCR/DVD and computer

• Grade appropriate teacher's manuals/corresponding CD's and student texts

• Piano, guitar, electric keyboard, autoharp

• Sheet music for small and large vocal ensembles

• Whiteboard/ chalkboard

• Large open space

Standard 2: Playing an instrument

• Audio

• TV/VCR/DVD and computer

• Grade appropriate teacher's manuals/corresponding CD's and student texts

• Piano, guitar, electric keyboard, autoharp

• Sheet music for small and large instrumental ensembles

• Grade appropriate classroom instruments:

• Rhythm (maracas, hand drums, tambourines, etc.)

• Melody (Orff xylophones, resonator bells, step bells, etc.)

• Music stands and chairs

• Necessary percussion instruments for performing ensembles (bass drum, snare

drum, suspended cymbal, crash cymbals, appropriate mallets, orchestra bells, etc.)

• Large band/orchestra instruments (tuba, baritone, string bass, cello, etc.)

• Whiteboard/ chalkboard

• Large open space

Standard 3: Improvisation

• Audio

• TV/VCR/DVD and computer

• Grade appropriate teacher's manuals/corresponding CD's and student texts

• Piano, guitar, electric keyboard, autoharp

• Grade appropriate classroom instruments:

• Rhythm (maracas, hand drums, tambourines, etc.)

• Melody (Orff xylophones, resonator bells, step bells, etc.)

• Whiteboard/ chalkboard

• Large open space

Standard 4: Composing

• Audio

• Computer

• Grade appropriate teacher's manuals/corresponding CD's and student texts

• Piano, electric keyboard

• Grade appropriate classroom instruments:

• Rhythm (maracas, hand drums, tambourines, etc.)

• Melody (Orff xylophones, resonator bells, step bells, etc.)

• Staff paper and pencils

• Whiteboard/chalkboard

• Large open space

• Age appropriate audio visual aids (flash cards, felt board, manipulatives)

Standard 5: Reading and Writing

• Computer

• Staff paper and pencils

• Grade appropriate teacher's manuals/corresponding CD's and student texts

• Age appropriate audio visual aids (flash cards, felt board, manipulatives)

• Necessary percussion instruments for performing ensembles (bass drum, snare

drum, suspended cymbal, crash cymbals, appropriate mallets, orchestra bells, etc.)

• Whiteboard/chalkboard

• Sheet music for small and large instrumental/vocal ensembles

• Large open space

• Music stands and chairs

• Audio

Standard 6: Listening

• TVNCR/DVD and computer

• Computer

• Grade appropriate teacher's manuals/corresponding CD's and student texts

• Piano, electric keyboard, autoharp, guitar

• Age appropriate audio/visual aids (composer/instrument posters)

• Paper, writing utensils

• Large open space

Standard 7: Evaluating

• Audio

• TV/VCR/DVD and computer

• Grade appropriate teacher's manuals/corresponding CD's and student texts

• Paper, writing utensils

• Large open space/staging area

Standard 8: Cross Curriculum

• Audio

• .TV/VCR/DVD and computer

• Grade appropriate teacher's manuals/corresponding CD's and student texts

• Maps and resources from other disciplines

• Large open space

• Sheet music for small and large instrumental/vocal ensembles

Standard 9: History and Culture

• Audio

• TVNCR/DVD and.computer

• Grade appropriate teacher's manuals/corresponding CD's and student texts

• Maps and resources from other disciplines

• Large open space

• Sheet music for small and large instrumental/vocal ensembles

Appendix B

Assessment

Student performance in music will be assessed and documented at each grade level (K-6).

Data will be collected from:

• Observations with anecdotal records

• Quizzes and tests

• Compositions

• Individual performance

• Projects/homework

This data will be compiled and recorded under four headings: Performance,

Music Skills, Cross-Curriculum Integration, Social Responsibilities, to generate

grades.

Selection Criteria for Music Texts

• Quality of accompanying sound tracks

• Equipment needed

• Realistic Visuals

• Timeline for introduction to instruments

• Match to district curriculum

• Balance of elements

• Hard core music reading section

• Integration to other content areas (readability)

• Balance of folk songs (inclusion of American Folk)

• Opportunities for folk dance/movement

• Holiday music organization

• Organization of teacher manual (weight)

• Additional resources available

Philosophy

Crawford Central School District

The Crawford Central School District's commitment to music education is

grounded in the recognition of the importance and value of music for the

individual, the community and the world. Music is the aural art form which

satisfies the human need to respond to life experiences. This is evidenced by

the pervasiveness of music throughout history in all cultures. Research

confirms that all persons have innate potential in music. Music instruction

must be included in the school curriculum so all students are able to realize

this potential and more fully participate in the human experience. Therefore,

out school curriculum must:

• Offer a planned sequential music curriculum, K-12, taught by certified

music educators;

• Provide experiences for all students in general music, choral and

instrumental settings;

• Provide, in all settings, a variety of music experiences which include

performing, listening/responding, and creating;

• Provide multicultural and historical perspectives of music which reflect a

wide diversity of peoples, styles, and times;

• Provide modes for assessing students' development in music appropriate

to the aural nature of the art;

• Provide a variety of experiences that show the relationships between

music, the other arts, and disciplines outside the arts.

Adapted from the Pennsylvania Music Education Association's "Model

Philosophy" for music education.