Music - Grade One 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
explore simple patterns using echo and body percussion. (DA.1.S.3.4BAC )
  • Body percussion
learn and identify aural patterns using visual representation. (DA.1.S.3.4BAC )
  • Traditional notation
  • Non-traditional notation
Explain the consequences of not following rules/practices when making healthy and safe decisions. (HE.1.B.5.3BAC )
  • Rules
  • Procedures
  • Consequences
ask and answer questions. (LAFS.1.SL.1.3BAC )
  • Speaker (composer, conductor, performer)
  • Lyrics/text
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
identify percussion instruments when presented visually and aurally, i.e. rhythm sticks, woodblock, triangle, maracas, tambourine, finger cymbals, xylophone, metallophone, glockenspiel, piano. (MU.1.C.1.3E R)
classify instruments into pitched and unpitched percussion families. (MU.1.C.1.3E R)
demonstrate appropriate audience behavior during class performances. (MU.1.F.3.1NTK R)
take turns and share classroom materials. (MU.1.F.3.1NTK R)
use polite words and actions when communicating with teacher and other students. (MU.1.F.3.1NTK R)
treat classroom equipment with respect. (MU.1.F.3.1NTK R)
actively participate in lessons, including group and individual activities. (MU.1.F.3.1NTK R)
explore simple patterns using echo and body percussion. (MU.1.S.3.4E R)
learn and identify aural patterns using visual representation. (MU.1.S.3.4E R)
  • Non-traditional notation
read and perform simple rhythm patterns in response to traditional and nontraditional notation. (MU.1.S.3.4E R)
  • Traditional notation: quarter note/rest, beamed eighth notes.
match aural rhythm patterns with written notation. (MU.1.S.3.4E R)
Identify the critical elements of locomotor skills. (PE.1.C.2.1BAC )
  • Correct use of heels and toes
  • Bending knees
  • Forward, sideways, backward directions
Identify safety rules and procedures for teacher-selected physical activities. (PE.1.C.2.2BAC )
  • Rules
  • Procedures
  • Personal space
Second Quarter
ask and answer questions. (LAFS.1.SL.1.2BAC )
  • Speaker (composer, conductor, performer)
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
actively listen to solo and choral ensemble pieces of music. (MU.1.C.1.4I R)
identify solo vs. chorus. (MU.1.C.1.4I R)
compare and contrast solo vs. choral ensemble selections. (MU.1.C.1.4I R)
explore chants, stories, singing games, nursery rhymes, and folk dances from various cultures. (MU.1.H.1.1BAC P)
discuss traditions and celebrations specific to a culture. (MU.1.H.1.1BAC P)
sing melodies and/or play ostinati to accompany simple songs. (MU.1.H.1.1BAC P)
identify patriotic songs, e.g., America, The Star-Spangled Banner. (MU.1.H.2.1BAC )
identify folk music, e.g., Oh Susanna, Polly Wolly Doodle. (MU.1.H.2.1BAC )
identify historic events that influenced folk/patriotic music. (MU.1.H.2.1BAC )
discuss proper etiquette during a performance of patriotic music. (MU.1.H.2.1BAC )
perform patriotic and simple songs by singing, playing and moving. (MU.1.H.2.1BAC )
echo four-beat question-answer patterns with speech. (MU.1.S.1.1BAC C)
echo rhythmic patterns on pitched and unpitched instruments. (MU.1.S.1.1BAC C)
respond to a four-beat musical question with a four-beat answer using la, sol, and mi. (MU.1.S.1.1BAC C)
respond to a four-beat musical question with quarter notes, quarter rests, and beamed eighth notes. (MU.1.S.1.1BAC C)
echo sing age-appropriate songs. (MU.1.S.2.1E P)
perform songs by memory. (MU.1.S.2.1E P)
demonstrate awareness of form by performing from memory. (MU.1.S.2.1E P)
listen to and identify children’s voices. (MU.1.S.3.1E P)
echo three pitch melodies with hand signs, e.g., la, sol, and mi. (MU.1.S.3.1E P)
sing simple songs with correct posture and clear tone, while maintaining pitch. (MU.1.S.3.1E P)
play three- to five-note melodies on pitched instruments in appropriate key, e.g., C, F, and G. (MU.1.S.3.2E P)
perform with proper technique to produce a characteristic tone quality on pitched and unpitched instruments. (MU.1.S.3.2E P)
play with and without visual representation. (MU.1.S.3.2E P)
echo simple melodic patterns using la, sol, and mi accurately and maintain tonal center. (MU.1.S.3.3E P)
sing melodic patterns and songs, matching pitch, using la, sol, and mi in an age-appropriate range. (MU.1.S.3.3E P)
read and perform simple melodic patterns from traditional and nontraditional notation, e.g., la, sol, and mi on a staff. (MU.1.S.3.3E P)
use body and/or hand signs to visually represent simple melodic patterns performed by teacher or peer. (MU.1.S.3.5E R)
Notate simple melodic patterns performed by teacher, i.e., four quarter notes. (MU.1.S.3.5E R)
draw simple melodic patterns using la, sol, and mi using traditional and nontraditional notation. (MU.1.S.3.5E R)
Third Quarter
identify sounds or movements that help illustrate the story, feeling, and idea. (DA.1.O.3.1BAC )
select appropriate instruments or props to aid in the creation of movement. (DA.1.O.3.1BAC )
listen and respond to a variety of poems, stories or song lyrics. (LAFS.1.RL.2.4BAC )
discuss feelings and senses. (LAFS.1.RL.2.4BAC )
identify words and phrases that suggest feelings or appeal to the senses. (LAFS.1.RL.2.4BAC )
ask and answer questions (LAFS.1.SL.1.1BAC )
  • Sequence
  • Repetition
  • Key Words
  • Vocabulary
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 )
use voice, body percussion, and instruments to demonstrate awareness of steady beat, tempo, and dynamics. (MU.1.C.1.1BAC )
demonstrate awareness of phrasing and melodic direction through purposeful movement with or without props. (MU.1.C.1.1BAC )
identify differing characteristics of two versions of a familiar song. (MU.1.C.2.1E R)
compare and contrast form, expressive characteristics, and/or style of two familiar pieces, e.g., faster/slower, louder/softer, higher/lower (MU.1.C.2.1E R)
describe personal impressions of a piece of music. (MU.1.C.3.1BAC )
discuss why pieces evoke certain feelings or moods. (MU.1.C.3.1BAC )
recognize different forms, e.g., AB, ABA. (MU.1.O.1.1BAC )
recognize fast/slow, loud/soft, voices/instruments, and high/low. (MU.1.O.1.1BAC )
compare and contrast music of different styles. (MU.1.O.1.1BAC )
respond to contrasting musical elements by singing, moving, and/or playing. (MU.1.O.1.1BAC )
use movement to internalize a four-measure song or speech piece. (MU.1.O.1.2I R)
use traditional or nontraditional notation to identify similar patterns within a four measure song or speech piece. (MU.1.O.1.2I R)
respond to selected characteristics of music, including tempo and dynamics, through purposeful movement. (MU.1.O.3.1BAC )
create a movement to accompany the tempo and dynamic changes in a piece. (MU.1.O.3.1BAC )
describe personal impressions of a piece of music (TH.1.S.1.3BAC )
  • Share thoughts and personal impressions
discuss while pieces evoke certain feelings or moods (TH.1.S.1.3BAC )
explain one’s own choices when discussing a musical performance. (TH.1.S.1.3BAC )
Fourth Quarter
sing cumulative songs using manipulatives to show addition and subtraction. (MAFS.1.OA.1.1BAC )
use problem solving skills to match aural rhythms with written notation. (MAFS.1.OA.1.1BAC )
respond to selected expressive characteristics of music through purposeful movement. (MU.1.C.1.2BAC )
describe feelings and images communicated through music from various sound sources. (MU.1.C.1.2BAC )
actively listen to a piece of music. (MU.1.F.1.1BAC )
identify sounds or movements that help express the mood or enhance the lyrics of the piece. (MU.1.F.1.1BAC )
select appropriate instruments or props to interpret the music. (MU.1.F.1.1BAC )
perform a piece with student-created sound carpet. (MU.1.F.1.1BAC )
describe musical experiences using age-appropriate vocabulary. (MU.1.F.2.1BAC )
use verbal and non-verbal means of communication to express feelings, e.g., drawing a picture, dramatizing. (MU.1.F.2.1BAC )
actively listen to selected works of a composer. (MU.1.H.1.2NTK R)
identify and discuss instruments a composer uses in a selected work. (MU.1.H.1.2NTK R)
actively listen to a poem, song, story, or chant. (MU.1.H.3.1NTK R)
explore various traditional and nontraditional sounds to accompany or replace selected words, phrases, or characters. (MU.1.H.3.1NTK R)
perform a piece with a student-created sound carpet. (MU.1.H.3.1NTK R)
echo short melodic and rhythmic patterns within a specified number of beats. (MU.1.S.1.2BAC C)
respond to a four-beat musical question with a four-beat answer using la, sol, and mi, with quarter notes, quarter rests, and sets of eighths. (MU.1.S.1.2BAC C)
create a short musical pattern within teacher-specified guidelines. (MU.1.S.1.2BAC C)