Elementary Music Curriculum Objectives

Kindergarten

Texas Essential Knowledge and Skills Plano Course Objectives

K.1 Perception. The student describes and analyzes musical sound and Through a diverse repertoire of songs, rhymes, singing games, and listening
demonstrates musical artistry. The student is expected to: activities the student will be able to:
(A) identify the difference between the singing and speaking
voice; and K.1 experiment with his/her voice and demonstrate an appropriate singing
(B) identify the timbre of adult voices and instruments. voice.

K.2 respond to and perform the beat in simple duple and simple compound
K.2 Creative Expression / Performance. The student performs a varied meters.
repertoire of music. The student is expected to:
(A) sing or play classroom instruments independently or in a group; and K.3 aurally identify and perform faster and slower.
(B) sing songs from diverse cultures and styles or play such songs on musical
instruments. K.4 aurally identify and perform louder and softer.

K.5 aurally identify and perform higher and lower.

K.3 Historical / Cultural Heritage. The student relates music to history, to
society, and to culture. The student is expected to: K.6 aurally identify and respond to louder and softer (stronger and weaker)
(A) sing songs and play musical games from different cultures; and beats.
(B) identify simple relationships between music and subjects.
K.7 aurally identify and respond to higher and lower pitches.

K.4 Response / Evaluation. The student responds to and evaluates music and K.8 aurally identify and respond to motives and phrases
musical performance. The student is expected to:
(A) identify steady beat in musical performances; and K.9 aurally identify and perform the rhythm of a song or rhyme.
(B) identify higher/lower, louder/softer, faster/slower, and
same/different in musical performances. K.10 aurally identify and perform beat and rhythm.

K.11 create using movement, melody and language.

Grade One

Texas Essential Knowledge and Skills Plano Course Objectives

1.1 Perception. The student describes and analyzes musical sound and Through a diverse repertoire of songs, rhymes, singing games, and listening
demonstrates musical artistry. The student is expected to: activities the student will be able to:
(A) identify voices and selected instruments from various musical families;
(B) use basic music terminology in describing musical sounds; and 1.1 perform the beat against the rhythm in simple and compound meter.
(C) identify repetition and contrast in music examples.
1.2 aurally identify and respond physically to accent placement in simple
duple and compound duple meters and name the stronger beats as
1.2 Creative Expression / Performance. The student performs a varied “accented beats.”
repertoire of music. The student is expected to:
(A) sing and play a classroom instrument independently or in groups; and 1.3 aurally identify and respond physically to motives and phrases.
(B) sing songs from diverse cultures and styles or plays such songs on a
musical instrument. 1.4 aurally identify and respond physically to one and two sounds on the beat.

1.5 aurally and visually identify quarter note and derive, read and perform
1.3 Creative Expression / Performance. The student reads and writes music motives containing this rhythm.
notation. The student is expected to:
(A) read simple examples of music notation; and 1.6 aurally and visually identify two eighth notes and derive, read,
(B) write simple examples of music notation. perform and create motives containing this rhythm.

1.7 perform and construct four beat rhythm patterns as dictated by the teacher.
1.4 Creative Expression / Performance. The student creates and arranges
music within specified guidelines. The student is expected to: 1.8 aurally and visually identify quarter rest and derive, read, perform,
(A) create short rhythmic patterns; and notate and create motives containing this rhythm.
(B) create short melodic patterns.
1.9 aurally identify and analyze the sequence of same and different motives.
1.5 Historical / Cultural Heritage. The student relates music to history, to
society, and to culture. The student is expected to: 1.10 identify and name repeat sign and read and notate songs using this
(A) sing songs and play musical games from diverse cultures; and symbol.
(B) identify simple relationships between music and other subjects.
1.11 perform and identify a rhythmic ostinato.
1.6 Response / Evaluation. The student responds to and evaluates music and 1.12 aurally and visually identify accent and 2 meter, and read and notate
musical performance. The student is expected to: songs using bar lines.
(A) distinguish between beat/rhythm, higher/lower, louder/softer,
faster/slower, and same/different in musical performances; and 1.13 aurally identify, derive, read, perform and create motives containing so
(B) begin to practice appropriate audience behavior during live performances. and mi.

1.14 identify the staff and read so-mi motives in Gdo, Cdo and Fdo.

1.15 construct so-mi motives on the staff in Gdo, Cdo, and Fdo.

1.16 aurally identify, derive, read, construct, perform and create motives
containing the so-la-so-mi turn.

1.17 create using movement, rhythm and language.

Grade Two

Texas Essential Knowledge and Skills Plano Course Objectives

2.1 Perception. The student describes and analyzes musical sound and Through a diverse repertoire of songs, rhymes, singing games, and listening
demonstrates musical artistry. The student is expected to: activities the student will be able to:
(A) identify instruments visually and aurally;
(B) use music terminology to explain sounds and performances; and 2.1 aurally identify, derive, read, construct, perform and create motives
(C) identify music forms such as AB and ABA. containing the mi-la turn.

2.2 read and notate Grade 1 song material on manuscript paper.

2.2 Creative Expression / Performance. The student performs a varied
repertoire of music. The student is expected to: 2.3 perform known songs in rhythmic canon as part of a large and small
(A) sing or play a classroom instrument independently or in groups; and group.
(B) sing songs from diverse cultures and styles or play such songs on a
musical instrument. 2.4 aurally identify, derive, read, construct, perform and create motives
containing do.

2.3 Creative Expression / Performance. The student reads and writes music 2.5 aurally and visually identify, define and conduct music in 2 meter .
notation. The student is expected to:
(A) read and write simple music notation, using a system (letters, numbers,
syllables); and 2.6 aurally and visually identify the tie and derive, read, perform and
(B) read and write music that incorporates basic rhythmic patterns in simple notate motives containing this rhythm.
meters.

2.7 aurally and visually identify the half note and derive, read, perform
2.4 Creative Expression / Performance. The student creates and arranges notate and create motives containing this rhythm.
music within specified guidelines. The student is expected to:
(A) create rhythmic phrases; and 2.8 aurally identify, derive, read, construct, perform and create motives
(B) create melodic phrases. containing re.

2.9 perform and notate four beat rhythmic motives as directed by the teacher.
2.5 Historical / Cultural Heritage. The student relates music to history, to
society, and to culture. The student is expected to: 2.10 aurally and visually identify the rhythmic and melodic forms of motivic
(A) identify music from various periods of history and culture; songs through the use of lower case letters.
(B) sing songs and play musical games from diverse cultures; and
(C) identify relationships between music and other subjects.
2.6 Response / Evaluation. The student responds to and evaluates music and 2.11 perform a melodic ostinato as part of a large and small group.
musical performance. The student is expected to:
(A) distinguish between beat/rhythm, higher/lower, louder/softer, 2.12 create using movement, rhythm, language and melody.
faster/slower and same/different in musical performances; and
(B) show appropriate audience behavior during live
performances.
Grade Three

Texas Essential Knowledge and Skills Plano Course Objectives

3.1 Perception. The student describes and analyzes musical sound and Through a diverse repertoire of songs, rhymes, singing games, instrumental
demonstrates musical artistry. The student is expected to: opportunities and listening activities the student will be able to:
(A) categorize a variety of musical sounds, including children’s and adult’s
voices; woodwind, brass, string, percussion, keyboard, and electronic 3.1 aurally identify, derive, read, construct, perform and create motives
instruments; and instruments from various cultures; containing the so-re and re-so turns.
(B) use music terminology in explaining sound, music, music notation,
musical instruments and voices, and musical performances; and 3.2 sing known pitches indicated by hand signs against another part in large
(C) identify music forms presented aurally such as AB, ABA, and rondo. and small groups.

3.3 perform and notate eight beat rhythm patterns as directed by the teacher.
3.2 Creative Expression / Performance. The student performs a varied
repertoire of music. The student is expected to: 3.4 identify and sing the pitches of the pentatone in ascending and descending
(A) sing or play a classroom instrument independently or in groups; and order.
(B) sing songs form diverse cultures and styles or play such songs on a
musical instrument. 3.5 perform and notate four beat melodic motives as directed by the teacher.

3.6 aurally and visually identify the rhythmic and melodic forms of phrasic
3.3 Creative Expression / Performance. The student reads and writes music songs through the use of capital letters.
notation. The student is expected to:
(A) read music notation, using a system (letters, numbers, syllables);
3.7 aurally and visually identify the separated eighth note and derive, read,
(B) write music notation, using a system (letters, numbers, syllables);
perform and notate motives containing this rhythm.
(C) read and write music that incorporates basic rhythmic patterns in simple
meters; and
(D) identify music symbols and terms referring to dynamics and tempo. 3.8 aurally and visually identify the tie and derive, read, perform and
notate motives containing this rhythm.

3.4 Creative Expression / Performance. The student creates and arranges 3.9 aurally and visually identify the sny-CO-pa and derive, read,
music within specified guidelines. The student is expected to: perform, notate and create motives containing this rhythm.
(A) create rhythmic phrases; and
(B) create melodic phrases. 3.10 perform known songs in melodic canon as part of a large and small group.

3.11 aurally identify, derive, read, construct, perform and create motives
containing low la.
3.5 Historical / Cultural Heritage. The student relates music to history, to 3.12 aurally and visually identify the tonal center of songs ending on do and la,.
society, and to culture. The student is expected to:
(A) identify aurally-presented excerpts of music representing diverse genres, 3.13 aurally and visually identify the sixteenth notes and derive, read,
styles, periods, and cultures; perform, notate and create motives containing this rhythm.
(B) perform songs and musical games from diverse cultures; and
(C) describe relationships between music and other subjects. 3.14 aurally identify, derive, read, construct, perform and create motives
containing low so.

3.6 Response / Evaluation. The student responds to and evaluates music and 3.15 create using movement, rhythm, language and melody.
musical performance. The student is expected to:
(A) define basic criteria for evaluating musical performances; and
(B) exhibit audience etiquette during live performances.
Grade Four

Texas Essential Knowledge and Skills Plano Course Objectives

4.1 Perception. The student describes and analyzes musical sound and Through a diverse repertoire of songs, rhymes, singing games, instrumental
demonstrates musical artistry. The student is expected to: opportunities and listening activities the student will be able to:
(A) categorize a variety of musical sounds, including children’s and adult’s
voices; woodwind, brass, string, percussion, keyboard, and electronic
4.1 aurally and visually identify the slur and derive, read, perform and
instruments; and instruments of various cultures;
notate motives containing this symbol.
(B) use standard terminology in explaining music, music notation, musical
instruments and voices, and musical performances; and
(C) identify music forms presented aurally such as AB, ABA, and rondo. 4.2 aurally and visually identify the eighth – sixteenth note combinations
and and derive, read, perform, notate and create motives containing
4.2 Creative Expression / Performance. The student performs a varied this rhythm.
repertoire of music. The student is expected to:
(A) sing or play a classroom instrument independently or in groups; and 4.3 aurally identify, derive, read, construct, perform and create motives
(B) sing songs from diverse cultures and styles or play such songs on a containing high do.
musical instrument.
4.4 aurally and visually identify the internal and initial anacrusis and derive,
read, perform and notate motives containing this rhythm.
4.3 Creative Expression / Performance. The student reads and writes music
notation. The student is expected to: 4.5 aurally and visually identify the intervals create by the pitches of the
(A) read and write music notation, using a system (letters, numbers, syllables); extended pentatone.
(B) incorporate basic rhythmic patterns in simple meters in musical
compositions; and 4.6 aurally and visually identify the tonal center of songs ending on so, and re.
(C) identify music symbols and terms referring to dynamics and tempo,
interpreting them appropriately when performing. 4.7 identify, perform and construct pentatonic scales starting on do, la, so, re
and mi.

4.4 Creative Expression / Performance. The student creates and arranges 4.8 identify the tonic and dominant pitches in do and la, centered song
music within specified guidelines. The student is expected to: material and perform these pitches as an accompaniment.
(A) creates rhythmic and melodic phrases; and
(B) creates simple accompaniments. 4.9 aurally and visually identify, define and conduct music in 4/4 meter.

4.10 aurally and visually identify the whole note and derive, read, perform
and notate motives containing this rhythm.
4.5 Historical / Cultural Heritage. The student relates music to history, to 4.11 perform and notate eight beat melodic patterns as directed by the teacher.
society, and to culture. The student is expected to:
(A) identify aurally-presented excerpts of music representing diverse genres,
styles, periods, and cultures; 4.12 aurally and visually identify dotted quarter – eighth note combinations
(B) perform music and movement from diverse cultures; and and derive, read, perform, notate and create motives
(C) perform music representative of American and Texas heritage; and containing this rhythm.
(D) identify connections between music and the other fine arts.
4.13 aurally identify, derive, read, construct, perform and create motives
containing fa.
4.6 Response / Evaluation. The student responds to and evaluates music and
musical performance. The student is expected to: 4.14 perform and notate sixteen beat rhythmic patterns as directed by the
(A) apply basic criteria in evaluating musical performances and compositions; teacher.
(B) justify, using music terminology, personal preferences for specific music
works and styles; and 4.15 aurally and visually identify, define and conduct music in 3/4 meter.
(C) practice concert etiquette as an actively involved listener during live
performances. 4.16 aurally and visually identify the dotted half note and derive, read,
perform, notate and create motives containing this rhythm.

4.17 aurally identify, derive, read, construct, perform and create motives
containing ti.

4.18 aurally identify and perform the macro beat and micro beat in simple and
compound meters.

4.19 create using movement, rhythm, language and melody.

Grade Five

Texas Essential Knowledge and Skills Plano Course Objectives

5.1 Perception. The student describes and analyzes musical sound and Through a diverse repertoire of songs, rhymes, singing games, instrumental
demonstrates musical artistry. The student is expected to: opportunities and listening activities the student will be able to:
(A) distinguish among a variety of musical timbres;
(B) use standard terminology in explaining music, music notation, musical 5.1 aurally and visually identify the dotted eighth – sixteenth note
instruments and voices, and musical performances; and
(C) identify a variety of music forms such as AB, ABA, rondo, and theme and combinations and and derive, read, perform, notate and create
variations. motives containing this rhythm.

5.2 identify and perform major and minor diatonic scales.

5.2 Creative Expression / Performance. The student performs a varied
repertoire of music. The student is expected to: 5.3 aurally and visually identify songs in Major and minor tonalities.
(A) perform independently, with accurate intonation and rhythm,
demonstrating fundamental skills and basic performance techniques; 5.4 identify, derive, read, construct, and perform known melodic patterns in
(B) perform expressively, from memory and notation, a varied repertoire of absolute pitch in the treble clef.
music representing styles from diverse cultures; and
(C) demonstrate appropriate small- and large- ensemble performance 5.5 aurally and visually identify, define and conduct music in 6/8 meter and
techniques during formal and informal concerts. aurally and visually identify compound meter rhythms ,
and , and derive, read, perform, notate and create motives containing
these rhythms.
5.3 Creative Expression / Performance. The student reads and writes music
notation. The student is expected to:
5.6 aurally identify, read and perform major and minor 2nds and 3rds.
(A) read standard notation;
(B) use standard symbols to notate meter, rhythm, and pitch in simple patterns
5.7 perform and notate sixteen beat melodic patterns as directed by the
(manuscript or computer-generated);
teacher.
(C) read and write music that incorporates rhythmic patterns in various meters;
and
5.8 aurally and visually identify the dotted eighth – sixteenth note
(D) identify music symbols and terms referring to dynamics, tempo, and
articulation. combinations in 6/8 meter and derive, read, perform, notate and
create motives containing this rhythm.

5.9 visually identify, read, perform and notate melodies in staff notation using
and .
5.4 Creative Expression / Performance. The student creates and arranges 5.10 identify and construct Major scales through the use of the whole step –
music within specified guidelines. The student is expected to: half step formula.
(A) create rhythmic and melodic phrases; and
(B) create/arrange simple accompaniments. 5.11 derive key signatures implied by major scales and identify the functions of
the key signature in various keys.

5.5 Historical / Cultural Heritage. The student relates music to history, to 5.12 create using movement, rhythm, language and melody.
society, and to culture. The student is expected to:
(A) identify aurally-presented excerpts of music representing diverse genres,
styles, periods, and cultures;
(B) describe various music vocations and avocations;
(C) perform music and movement from diverse cultures;
(D) perform music representative of American and Texas heritage; and
(E) identify concepts taught in the other fine arts and their relationships to
music concepts.

5.6 Response / Evaluation. The student responds to and evaluates music and
musical performance. The student is expected to:
(A) apply criteria in evaluating musical performances and compositions;
(B) evaluate, using music terminology, personal preferences for specific music
works and styles; and
(C) exhibit concert etiquette as an actively involved listener during varied live
performances.