School City of Hobart
School City of Hobart Music

Music - Grade 1


Singing

    Standard 1
The learner will be able to sing with a group on pitch and with the rhythm and tempo requested. They use good posture. Students in first grade sing expressively using dynamic contrasts. They sing from memory songs of different cultures. .
Strand Source
Singing alone and with others IDOE
  
    1.1.1
The learner will be able to match a given pitch or a simple pitch pattern.
Strand Source
Singing alone and with others IDOE
  
    1.1.2
The learner will be able to sing on pitch while maintaining a steady beat.
Strand Source
Singing alone and with others IDOE
  
    1.1.3
The learner will be able to sing high and low pitches.
Strand Source
Singing alone and with others IDOE
  
    1.1.4
The learner will be able to sing loudly and softly with correct posture as taught by the instructor.
Strand Source
Singing alone and with others IDOE
  
    1.1.5
The learner will be able to sing a short memorized song in a foreign language.
Strand Source
Singing alone and with others IDOE
  

Playing an instrument

    Standard 2
The learner will be able to perform basic rhythmic and melodic patterns on rhythmic and melodic instruments. They maintain a steady tempo and play with a group.
Strand Source
Playing an instrument IDOE
  
    1.2.1
The learner will be able to echo a given pitch or rhythmic pattern.
Strand Source
Playing an instrument IDOE
  
    1.2.2
The learner will be able to play a simple ostinato. Example: Play a repeated pattern of two notes on a xylophone while the class sings. .
Strand Source
Playing an instrument IDOE
  
    1.2.3
The learner will be able to keep a steady beat on a percussion instrument.
Strand Source
Playing an instrument IDOE
  
    1.2.4
The learner will be able to play an instrument with a group.
Strand Source
Playing an instrument IDOE
  

Reading, notating and interpreting music

    Standard 3
The learner will be able to read and notate basic notation in simple meters or groupings using a system of numbers or syllables. They identify and notate musical symbols and terms.
Strand Source
Reading, notating and interpreting music IDOE
  
    1.3.1
The learner will be able to read, notate, and perform quarter and eighth notes in groupings of two or four beats.
Strand Source
Reading, notating and interpreting music IDOE
  
    1.3.2
The learner will be able to read and use movement to demonstrate the effect of a quarter rest.
Strand Source
Reading, notating and interpreting music IDOE
  
    1.3.3
The learner will be able to identify a musical staff and bar lines.
Strand Source
Reading, notating and interpreting music IDOE
  
    1.3.4
The learner will be able to read given pitch patterns using solfege syllables or numbers.
Strand Source
Reading, notating and interpreting music IDOE
  

Improvising melodies and accompaniments

    Standard 4
The learner will be able to improvise rhythmic and melodic phrases that sound similar to those played by a teacher. They improvise using many sound sources, including sounds from the classroom, body sounds, and sounds from electronic sources.
Strand Source
Improvising melodies and accompaniments IDOE
  
    1.4.1
The learner will be able to respond, either on an instrument or by singing, to teacher given "questions." Example: When the teacher plays a short phrase on a xylophone or keyboard, make up a phrase to play back to the teacher.
Strand Source
Improvising melodies and accompaniments IDOE
  
    1.4.2
The learner will be able to invent and perform a short ostinato either on an instrument or vocally. Example: Using quarter and eighth note values, make a short rhythm pattern to be repeated while the class sings or plays. .
Strand Source
Improvising melodies and accompaniments IDOE
  

Composing and arranging music

    Standard 5
The learner will be able to create music that will go with readings. They create short melodic or rhythmic patterns, using a variety of sound sources.
Strand Source
Composing and arranging music IDOE
  
    1.5.1
The learner will be able to compose a melodic or rhythmic pattern using traditional or non-traditional sounds. Example: Create a piece to be recorded and used with a favorite class story using instruments or sounds from the classroom. .
Strand Source
Composing and arranging music IDOE
  

Listening, analyzing, describing music

    Standard 6
The learner will be able to depict changes in music being heard, either through movement or verbal response. They also begin to identify musical pitches as being in a high or low range. They describe qualities of musical examples after listening to them. Students use correct terminology as terms are introduced in class.
Strand Source
Listening, analyzing, describing music IDOE
  
    1.6.1
The learner will be able to depict changes such as from fast to slow or soft to loud through using movement, verbal description, or symbols. Example: Identify a musical passage as an example of the dynamic level of forte by raising a hand when a loud passage is played.
Strand Source
Listening, analyzing, describing music IDOE
  
    1.6.2
The learner will be able to identify the sound of high versus low pitches by using hand motions.
Strand Source
Listening, analyzing, describing music IDOE
  
    1.6.3
The learner will be able to use musical terms for 'loud' (forte) or 'soft' (piano).
Strand Source
Listening, analyzing, describing music IDOE
  
    1.6.4
The learner will be able to identify the sound of an orchestra as opposed to that of a choir or brass ensemble.
Strand Source
Listening, analyzing, describing music IDOE
  
    1.6.5
The learner will be able to use movements to show the meaning of the terms crescendo (gradually louder) and decrescendo (gradually softer).
Strand Source
Listening, analyzing, describing music IDOE
  

Understanding relationships

    Standard 7
The learner will be able to identify similarities and differences in the meanings of terms used in more than one art form. They also identify similarities among different subject areas and the arts.
Strand Source
Understanding relationships IDOE
  
    1.7.1
The learner will be able to name terms or ideas that are used the same way in music, art, dance, or theatre. Example: Name words that are used to describe works of music, art, dance, or theatre, such as: happy and sad, light and dark, or same and different. .
Strand Source
Understanding relationships IDOE
  
    1.7.2
The learner will be able to name ideas that are used differently in music, art, dance, or theatre. Example: Talk about how music heard or sung in class makes you feel, and do the same after viewing a painting, a play, or a ballet. .
Strand Source
Understanding relationships IDOE
  

Understanding music

    Standard 8
The learner will be able to identify musical works from other cultures. They also name various uses of music in everyday life.
Strand Source
Understanding music IDOE
  
    1.8.1
The learner will be able to identify a folk song or instrument from America and one from another country.
Strand Source
Understanding music IDOE
  
    1.8.2
The learner will be able to compare and contrast folk dances from two countries of the world. Example: Name a dance from another country besides your own. Tell about how it is different from a known American folk dance or how it resembles it. .
Strand Source
Understanding music IDOE
  
    1.8.3
The learner will be able to discuss suitable music for various occasions and rituals.
Strand Source
Understanding music IDOE
  

Evaluating music

    Standard 9
The learner will be able to talk about what they hear in music.
Strand Source
Evaluating music and music performances IDOE
  
    1.9.1
The learner will be able to listen to two compositions. Discuss what is heard in each, using musical descriptions. Example: Talk about whether the two pieces sound alike or different, comparing tempo expressive elements. .
Strand Source
Evaluating music and music performances IDOE
  

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