Music - Grade Kindergarten Pacing Guide

All Year
interpret unfamiliar English terms using a home language dictionary or online translator. (ELD.K12.ELL.SI.1BAC )
  • how to use a home language dictionary or online translation program
perform rhythmic and melodic patterns accurately by imitating aural patterns demonstrated by the teacher and/or peers. (ELD.K12.ELL.SI.1BAC )
  • procedure for aurally deciphering rhythms (e.g. count singing, speaking rhythms, subdividing)
  • Curwen hand signs and solfeggio syllables
perform rhythmic and melodic patterns accurately by reading traditional notation and interpreting music symbols. (ELD.K12.ELL.SI.1BAC )
  • pitches on the staff, rhythmic patterns appropriate to the course level
All Year
use classroom visual aids to accurately interpret and perform musical symbols and abbreviations. (ELD.K12.ELL.SI.1BAC )
communicate with a peer tutor/buddy for clarification on concepts presented in class. (ELD.K12.ELL.SI.1BAC )
All Year
imitate musical elements modeled by the teacher and peers. (ELD.K12.ELL.SI.1BAC )
  • performance techniques: characteristic tone, balance, blend, mallet technique, intonation
  • expressive characteristics: e.g. dynamics, tempo, phrasing
All Year
perform music in class to demonstrate comprehension and synthesis of skills. (ELD.K12.ELL.SI.1BAC )
  • classroom procedures
  • performance techniques: proper posture, diction, following a conductor, intonation
recognize, count, and notate simple rhythms. (ELD.K12.ELL.SI.1BAC )
differentiate between English terminology and musical terminology. (ELD.K12.ELL.SI.1BAC )
  • Italian and/or italicized words
First Quarter
create a personal space ‘bubble,’ e.g., have students put arms out and turn in a circle. (DA.K.S.3.3BAC )
Move through space while maintaining personal space ‘bubble.’ (DA.K.S.3.3BAC )
Explore pathways while maintaining personal space ‘bubble,’ e.g. zig zag, curved and straight line. (DA.K.S.3.3BAC )
Recognize the consequences of not following rules/practices when making healthy and safe decisions. (HE.K.B.5.3BAC )
  • Rules
  • Consequences
  • Procedures
Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (LAFS.K.SL.1.3BAC )
  • Manners
  • Take turns
recognize the connection between a problem and a properly used tool that may provide a solution (MAFS.K12.MP.5.1BAC )
  • e.g., metronome, notation software, digital recorder, pencil, reference materials and media resources, accumulated knowledge, maintenance accessories, keyboard instruments, microphone, amplifier
understand that specific tools, while assisting in the process, do not supersede skills and technique. (MAFS.K12.MP.5.1BAC )
understand that proper procedures keep students and instruments safe. (MAFS.K12.MP.5.1BAC )
  • Instrument procedures
use body percussion to demonstrate awareness of steady beat through songs, chants, or speech pieces. (MU.K.C.1.1BAC )
  • Body percussion: snap, clap, pat, stamp
move independently in time to various sound sources, e.g., recordings, instruments. (MU.K.C.1.1BAC )
  • Movement: body levels
perform a steady beat based on a personal and/or group sense of pulse. (MU.K.C.1.1BAC )
explore pitched and unpitched instruments through creative play. (MU.K.C.1.3E R)
identify pitched and unpitched classroom instruments visually and aurally. (MU.K.C.1.3E R)
take turns and share classroom materials. (MU.K.F.3.1BAC )
  • Share and help
  • Take turns
listen attentively when another person is playing or talking. (MU.K.F.3.1BAC )
  • Listen and do
use polite words and actions to communicate with others. (MU.K.F.3.1BAC )
  • Be polite
  • Manners
acknowledge that others have different opinions or views. (MU.K.F.3.1BAC )
echo rhythm patterns using quarter notes, quarter rests, and beamed eighth notes on simple rhythm instruments. (MU.K.S.3.4E P)
explore various locomotor movements, i.e. walking, skipping, hopping, marching, slithering, sliding, skating, etc. (PE.K.C.2.1BAC )
  • Locomotor
  • Non-locomotor
Recognize physical activities have safety rules and procedures. (PE.K.C.2.2BAC )
  • Rules
  • Consequences
  • Procedures
Identify a benefit of willingly trying new movements and motor skills. (PE.K.R.6.2BAC )
  • Creativity
  • Taking a risk
  • Exercise
Identify the benefits of continuing to participate when not successful on the first try. (PE.K.R.6.3BAC )
  • Perseverance
  • Determination
Second Quarter
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (LAFS.K.SL.1.2BAC )
  • Rhyming words
  • Sequence
  • Repetition
demonstrate precision in the execution of unison pulse within the ensemble regarding rhythmic accuracy (attack, duration, release), synchronized rhythmic execution and tempo. (MAFS.K12.MP.6.1BAC )
  • note/rest values appropriate to course and literature
  • time signatures appropriate to course and literature
use domain specific vocabulary to communicate precise ideas and opinions with others. (MAFS.K12.MP.6.1BAC )
demonstrate precision in execution of pitch accuracy and intonation regarding tonality. (MAFS.K12.MP.6.1BAC )
  • using age-appropriate melodic sequences
demonstrate precision in the execution of expressive elements regarding the execution of dynamics, articulations, phrasing, and style. (MAFS.K12.MP.6.1BAC )
  • expressive markings that relate to musical effect regarding dynamics, tempo, phrasing, musical line, dynamics, style, articulations
  • expressive conducting gesture
explore different types of vocalization. (MU.K.C.1.4E R)
identify singing, speaking, and whispering voices. (MU.K.C.1.4E R)
demonstrate healthy use of the singing, speaking, whispering, and calling voices. (MU.K.C.1.4E R)
  • Performance technique: breath support, posture
sing songs and nursery rhymes from various cultures. (MU.K.H.1.1BAC P)
  • Singing
perform simple folk dances from various cultures. (MU.K.H.1.1BAC P)
  • Cultural background
  • Cultural traditions
  • Movement: games, play parties, dance
explore the similarities between music and language through simple songs, finger plays, and rhymes, e.g., phonemes, decoding simple words, vocabulary, making predictions. (MU.K.H.3.1BAC P)
  • Rhyming patterns
  • Sequencing
explore the similarities between music and math through simple songs, finger plays, and rhymes. (MU.K.H.3.1BAC P)
  • Cardinals numbers
recognize and perform high and low sounds in response to visual representation and/or aural representation. (MU.K.O.1.2I R)
  • Melody: high/low, la, sol, mi.
demonstrate understanding of melodic direction through physical response and visual representation. (MU.K.O.1.2I R)
  • Movement
  • Traditional notation: two-line staff
  • Non-traditional notation: stick notation
notate four-beat melodic patterns using la, sol, and mi and traditional or non-traditional notation. (MU.K.O.1.2I R)
notate simple rhythmic patterns using quarter notes and rests. (MU.K.O.1.2I R)
learn age-appropriate songs by rote. (MU.K.S.2.1E P)
identify patterns to aid in memorization. (MU.K.S.2.1E P)
  • Rehearsal techniques: rhyming words, sequence, repetition
perform songs from memory. (MU.K.S.2.1E P)
  • Performance techniques: breath support, posture
sing melodic patterns in an age-appropriate range (F-D1) using la, sol, and mi. (MU.K.S.3.1E P)
  • Melody: solfeggio, la, sol, mi, hand signs
demonstrate healthy use of singing with appropriate volume for the young child. (MU.K.S.3.1E P)
  • Performance techniques: start together, head voice
echo simple rhythmic patterns on classroom instruments. (MU.K.S.3.2E P)
  • Classroom instruments: unpitched instruments
perform simple rhythmic patterns and sound effects using body percussion or instruments to accompany poems, rhymes, chants, and songs. (MU.K.S.3.2E P)
  • Timbre: singing, speaking, whispering
  • Movement: body levels, lyrical/percussive
sing songs using la, sol, mi and maintaining the tonal center. (MU.K.S.3.3E P)
  • Melody: solfeggio: la, sol, mi, hand signs
sing simple unison songs, with and without accompaniment, in age appropriate keys, i.e. E, F, G. (MU.K.S.3.3E P)
  • Performance techniques: posture, breath support, head voice
Third Quarter
interpret a story, song or musical selection through creative movement. (DA.K.O.3.1BAC )
  • Expressive characteristics: fast/slow, loud/soft
express one’s own feelings through creative movement. (DA.K.O.3.1BAC )
  • Share Feelings: happy/sad/scared
use movement to convey an idea. (DA.K.O.3.1BAC )
  • Movement: mirror
describe feelings communicated through music. (LAFS.K.SL.1.1BAC )
discuss feelings with diverse partners, in small and large groups. (LAFS.K.SL.1.1BAC )
utilize pattern recognition to memorize music. (MAFS.K12.MP.7.1BAC )
reorganize performance practices according to given rhythmic hierarchies. (MAFS.K12.MP.7.1BAC )
  • beat groupings and metric stress
recognize patterns through music theory and utilize the information in rehearsal, individual practice, and performance. (MAFS.K12.MP.7.1BAC )
  • patterns such as form, meter, phrasing, sequencing, and instrumentation.
recognize the function of lines and spaces of the staff as the means of visually representing pitch. (MAFS.K12.MP.7.1BAC )
understand rhythmic relationships regarding time signature classification. (MAFS.K12.MP.7.1BAC )
actively listen to music from various sound sources, e.g., recordings, instruments, live performance. (MU.K.C.1.2E R)
identify vocal sounds. (MU.K.C.1.2E R)
identify environmental sounds. (MU.K.C.1.2E R)
identify instrumental sounds. (MU.K.C.1.2E R)
explore contrasting elements. (MU.K.C.2.1I R)
  • Form: same/different, AB
identify loud and soft sounds in a piece of music. (MU.K.C.2.1I R)
identify patterns that are the same and different. (MU.K.C.2.1I R)
identify fast and slow sections of music. (MU.K.C.2.1I R)
respond to folk music from various American cultural sub-groups e.g., Native American, Latin American, African American, Anglo American (MU.K.H.2.1BAC P)
  • Style: patriotic, folk
perform folk songs and dances from various sub-groups. (MU.K.H.2.1BAC P)
  • Performance technique: head voice, start together
  • Movement: folk dance
actively listen and respond to melodic patterns through movement, e.g., body levels and melodic direction. (MU.K.O.1.1BAC )
  • Expressive Characteristics: fast/slow
  • Movement: Mirror
echo simple rhythm patterns. (MU.K.O.1.1BAC )
echo simple melodic patterns using la, sol, and mi and maintain the tonal center. (MU.K.O.1.1BAC )
  • Melody
express one’s own feelings through creative movement. (MU.K.O.3.1BAC )
  • Movement: body levels, lyrical/percussive
  • Expressive Characteristics": fast/slow, loud/soft
describe, using age-appropriate vocabulary, how music affects our emotions. (MU.K.O.3.1BAC )
  • Share feelings: happy/sad/scared
Fourth Quarter
listen to a variety of stories, songs, nursery rhymes, and poems. (LAFS.1.RL.1.2BAC )
identify key details or words that demonstrate understanding. (LAFS.1.RL.1.2BAC )
  • Keywords
  • Rhyming
Re-tell in one’s own words or using kinesthetic awareness the main idea of a selected work. (LAFS.1.RL.1.2BAC )
  • Movement: games, play parties, finger plays
actively participate in group reading activities through stories, poems and charted song lyrics. (LAFS.K.RL.4.10BAC )
explore the similarities between music and language through simple songs finger plays and rhymes. (LAFS.K.RL.4.10BAC )
  • Movement: games, play parties, finger plays
  • Keywords
  • Rhyming
describe feelings communicated through music. (MU.K.C.3.1BAC )
  • Expressive characteristics: mood, feelings
  • Share personal impressions: like/dislike, happy/sad
use simple criteria for evaluating performances. (MU.K.C.3.1BAC )
evaluate one’s own and others’ performances and describe what was successful. (MU.K.C.3.1BAC )
act out stories and add sound effects or sound carpets. (MU.K.F.1.1BAC )
explore vocal sounds, e.g., sirens, humming. (MU.K.F.1.1BAC )
  • Timbre: found sounds
respond to music using manipulatives, such as scarves or props. (MU.K.F.1.1BAC )
echo simple rhythmic patterns through speech, body percussion, singing, and/or playing. (MU.K.S.1.1BAC C)
  • Lyrics
improvise a short rhythmic pattern in answer to a musical prompt. (MU.K.S.1.1BAC C)
  • Rhythm
improvise a short melodic pattern in answer to a musical prompt. (MU.K.S.1.1BAC C)
  • Melody: high/low
* explore vibration through vocal sounds, e.g., humming, whispering, speaking, singing. (SC.K.P.10.1BAC )
  • Vocal sounds
* explore vibration through instruments, e.g., striking, strumming, shaking. (SC.K.P.10.1BAC )
  • Instrumental sounds
describe feelings communicated through music. (TH.K.S.1.3BAC )
share thoughts and personal impressions of a piece of music. (TH.K.S.1.3BAC )
  • Share personal impressions: like/dislike, happy/sad
use simple criteria to evaluate performances. (TH.K.S.1.3BAC )