Complete Standards Document 2015-2016

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 0
Salem-Keizer Public Schools
General Music
Curriculum
Promoting Music Literacy
Standards and Assessment Rubrics
20152016
Music Standards- Kindergarten

Rhythmic Literacy - Fall
Anchor Standard: Students become rhythmically literate. Students are able to perform, creatively use, and
communicate rhythmic elements.
Essential Question: How are rhythm and meter created and communicated?
Enduring Understandings
Rhythm is the duration of sound. Steady beat is the foundation for rhythmic learning and exploration. Rhythm
and beat can be organized into groups called meter.
Know
K.R.Ka. Music has a steady beat
K.R.K.b. A note is a symbol for sound.
K.R.K.c. A quarter note has a head and a stem
Perform
K.R.P.a. Steady beat alone and with others
K.R.P.b. Steady beat on a variety of classroom instruments
K.R.P.c. Steady beat while singing a variety of music (CFA)
Create
K.R.C.a. Improvise and create movement to represent the steady beat
Respond/Connect
K.R.R.a. Listen and respond to the steady beat in the works of classical composers (CFA)
K.R.R.b. Identify non-musical things that keep a steady pulse.
Kindergarten Rhythmic Rubrics
K.R.R.a. Listen and respond to the steady beat in the works of classical composers (CFA)
4 Student actively listens and anticipates changes and can identify other elements while responding to
the steady beat.
3 Student actively listens and responds to the steady beat while listening to music.
2 With redirection and help from the teacher or another student, student will attempt respond to the
steady pulse while listening.
1- Student does not or refused to respond to the steady pulse while listening.
K.R.P.c. Steady beat while singing a variety of music (CFA)

4 Student sings and maintains a steady beat with body or simple instrument independently. Student
could lead the class in steady beat activity
3 Student sings and keeps a consistent steady beat with the body or simple instrument while following
the teacher or another student.
2 With redirection and help from the teacher or another student, student will attempt to keep a steady
pulse with the body or simple instrument while singing.

Melodic Literacy - Winter
Anchor Standard: Students become melodically literate. Students can perform, creatively use, and communicate
melodic and harmonic elements.
Essential Question: How are melody and harmony created and communicated?
Music is organized sound. Melody is organized pitch. Melody is also organized by direction and duration. Harmony is
created when two or more sounds are produced together.
Know
K.M.K.a Music lives on a staff
K.M.K.b.A note can live on a line or in a space
K.M.K.c. Identify and trace the staff and treble clef
Perform
K.M.P.a. Demonstrate high and low pitch with the body and a variety of instruments (CFA)
K.M.P.b. Sing a variety of songs to develop in-tune singing and range (CFA)
KM.P.c. Use an ostinato to accompany a song or poem
Create
K.M.C.a. Improvise high and low sounds both vocally and on a variety of instruments
Respond/Connect
K.M.R.a. Sing songs from a variety of cultures and for varied seasons
K.M.R.b. Respond to music in relationship to history and culture
Kindergarten Melodic Rubrics
K.M.P.a. Demonstrate high and low pitch with the body and a variety of instruments (CFA)
4 Student easily manipulates high and low pitch with their own voice, instrument,
without promptings from the teacher.
3 Student correctly demonstrates high and low pitch with their body or an instrument.
2 With help and redirection from the teacher, student will attempt to demonstrate pitch
with their body or an instrument.
1 Student cannot or refuses to demonstrate pitch with their body or an instrument.
K.M.P.b. Sing a variety of songs to develop in-tune singing and range (CFA)
4 Student consistently matches pitch and can match pitch beyond a normal kinder range
(d-a).
3 Student participates in singing and matches the appropriate pitch most of the time.
2 Student makes an effort to participate in the singing, but is not matching pitch.
1- Student refuses to sing or make no effort to match pitch.

Expressive Elements - Spring
Anchor Standard: Students recognize signs and symbols for musical expression. Students can effectively use and
manipulate expressive elements.
Essential Question: How does a musician use the elements of expression to communicate their music? How can I use
the elements of expression to express my own ideas and feelings?
Musicians express themselves through the use of tonality, form, dynamics, tempo, style, and instrumentation. Learning to
manipulate these elements helps to communicate our musical ideas with others.
Know
K.E.K.a. Understand the concepts of loud and soft
K.E.K.b. Understand the concept of fast and slow (CFA)
K.E.K.c. Understand that music has patterns
K.E.K.d. Know the names of various classroom (rhythm) instruments
K.E.K.e. Recognize and identify a variety of voices (man, woman, child)
Perform
K.E.P.a. Perform songs and poems with contrasting dynamics
K.E.P.b. Perform songs with poems with contrasting tempos
K.E.P.c. Demonstrate a whisper, speaking, singing, and calling voice
Create
K.E.C.a. Use an element of expression to manipulate songs, poems, and stories
K.E.C.b. Create movement to represent sections of a piece of music
Respond/Connect
K.E.R.a. Listen and identify elements of expression in a variety of classical/folk music
K.E.R.b. Respond to various vocal, instrumental and other musical sounds (CFA)
Kindergarten - Expressive Elements Rubrics
K.E.K.b. Understand the concept of fast and slow (CFA)

4 Student can demonstrate the concept of fast and slow in a variety of ways
(vocally, with movement, when listening to examples).
3 Student can demonstrate the concept of fast and slow during a teacher guided
lesson.
2 Student can demonstrate the concept of fast and slow after being redirected or
helped by the teacher.
1 -Student is unable to demonstrate understanding of the concept of fast and slow.
K.E.R.b. Respond to various vocal, instrumental and other musical sounds (CFA)
4 Student can create their own appropriate responses to musical sounds.
3 Student respond appropriately to musical sounds.
2 With assistance from the teacher or other students, student will respond to
musical sounds.
1 Student does not respond appropriately to music sounds.
Music Standards- 1st Grade

Know
1.R.Ka. Define steady beat
1.R.K.b. Symbols: quarter note, quarter note rest, two eighth notes
1R.K.c. Value for the symbols above
Perform
1.R.P.a. Steady beat alone and with others
1.R.P.b. Chant and clap 4 beat patterns
1.R.P.c. Read and decode 4 beat patterns as parts of songs/poems
1.R.P.d. Read/play 4 beat patterns as parts of songs/poems
Create
1.R.C.a. Improvise 4 beat patterns, call and response style
1.R.C.b. Create 4 beat patterns using quarter note, quarter rest, and two eighth notes (CFA)
1.R.C.c. Share original patterns with others
Respond/Connect
1.R.R.a. Listen, identify and write four beat rhythm patterns (CFA)
1.R.R.b. Listen and respond to the steady beat and rhythmic patterns in the works of famous composers.
First Grade Rhythmic Rubrics
1st Grade 1.R.C.b. Create 4 beat patterns using quarter note, quarter rest, and two eighth
Rhythmic notes
Literacy
Students can use manipulatives, white boards and markers, or manipulatives to
demonstrate this skill.
4
The student can create the 4 beat pattern and can play, clap, or speak the pattern with
fluency. The student can create many variations of the 4 beat pattern.
The student can create 4 beat patterns using the appropriate notes values.
The student can write the notes, but does not comprehend the value of the notes
Students are unable to notate rhythm patterns
1st Grade 1.R.R.a. Listen, identify and write four beat rhythm patterns
Rhythmic
See assessment provided
Literacy
Student is able to correctly identify all rhythmic patterns and can take from dictation
simple 4 beat patterns.
Student correctly identifies 4-5 rhythms patterns
Student correctly identifies 2-3 rhythms patterns.
Student correctly identifies 1 or does not identify the patterns.
Music Standards- 2nd Grade

Know
2.R.Ka. Review rhythmic notes and values from 1st grade
2.R.K.b. Identify and understand the value for the half note and half rest
2.R.K.c. Recognize the strong beat in sets of 2 and sets of 3
Perform
2.R.P.a. Play/sing/move to songs that contain the half note/rest
2.R.P.b. Read from notation songs that contain the half note/rest
2.R.P.c. Use movement to show the strong beat in meter of 2 and 3
Create
2.R.C.a. Create/perform original 4 beat patterns
2.R.C.b. In groups of 2 or 4 combine/arrange and perform original 4 beat patterns with others (CFA)
Respond/Connect
2.R.R.a. Listen to then choose or take from dictation 4 beat patterns that contain quarter/eighth/half notes/rests
(CFA)
2.R.R.c. Discuss how rhythm is present in other content areas such as reading or sports
2nd Grade Rhythmic Rubrics

2nd
2.R.C.b. In groups of 2 or 4 combine/arrange and perform original 4 beat patterns
Grade
with others
Rhythmic
Literacy
4
The student can combine/arrange and perform original 4 beat patterns with others,
taking a leadership role in the group
The student can combine/arrange and perform original 4 beat patterns with others.
The student can combine/arrange and perform original 4 beat patterns with others but is
not consistently accurate.
The student is unable to perform 4 beats rhythm patterns with the group.
2nd
2.R.R.a. Listen to then choose or take from dictation 4 beat patterns that contain
Grade
quarter/eighth/half notes/half rest
Rhythmic
Literacy
4
simple 4 beat patterns.
Music Standards- 3rd Grade

Know
3.R.Ka. Review rhythmic notes and values from 1st -2nd grade
3.R.K.b. Identify and understand the value for the whole note and whole rest and dotted half note
Perform
3.R.P.a. Play/sing/move to songs that contain the whole note/rest
3.R.P.b. Read from notation songs that contain the whole note/rest and dotted half note
3.R.P.c. Use movement to show the strong beat in meter of 2 and 3
Create
3.R.C.a. Create/perform original rhythmic patterns with 3 beats per measure and 4 beats per measure. Compare
and contrast compositions
3.R.C.b. In small groups, combine/arrange and perform original rhythmic patterns using 2,3,or 4 beats per
measure
Respond/Connect
3.R.R.a. Recognize the strong beat in sets of 2 and sets of 3 (CFA)
3.R.R.b. Listen to then choose or take from dictation 4 beat patterns that contains notes learned in 1st-3rd grades
(CFA)
3.R.R.c. Listen and respond to the steady beat and rhythmic patterns in the works of famous composers.
3.R.R.d. Discuss how rhythm is present in other content areas such as reading or sports
3rd Grade Rhythmic Rubrics
3rd
3.R.R.a. Recognize the strong beat in sets of 2 and sets of 3
Grade
Rhythmic See assessment provided
Literacy
4
Student is able to correctly identify all examples and can easily demonstrate through
movement the difference between 2 and 3.
Student correctly identifies 4-5 examples.
Student correctly identifies 2-3 rhythms examples.
Student correctly identifies 1 or does not identify the examples.
3rd
3.R.R.b. Listen to then choose or take from dictation 4 beat patterns that contains
Grade
notes learned in 1st-3rd grades.
Rhythmic
Literacy
4
Student is able to correctly identify all rhythmic patterns and can take from dictation 4
beat patterns.
Music Standards- 4th Grade

Know
4.R.Ka. Review rhythmic notes and values from 1st -3rd grade
4.R.K.b. Identify and understand the value for sixteenth notes
4.R.K.c. Recognize and understand the meter signatures of 2/4, , and 4/4
Perform
4.R.P.a. Play/sing/move to songs that contain sixteenth notes
4.R.P.b. Read from notation songs that contain sixteenth noted
4.R.P.c. Use numbers to count note values in 2/3, , and 4/4 meter (CFA)
Create
4.R.C.a. Improvise rhythms to accompany a chant or song
4.R.C.b. Create a rhythmic composition of 4 measures. Share compositions with peers for performance and
evaluation opportunities
Respond/Connect
4.R.R.a. Listen to and choose or take from dictation 4 beat patterns that contains notes learned in 1st-4th grades
(CFA)
4.R.R.c. Discuss how rhythm is present in other content areas such as reading or sports
4th Grade Rhythmic Rubrics
4th
4.R.P.c. Use numbers to count note values in 2/3, , and 4/4 meter
Grade
Literacy
4
Student is able to correctly identify all rhythmic patterns with the correct amount of
beats. Student can accurately count using numbers varied patterns in varied meter.
4th Grade 4.R.R.a. Listen to and choose or take from dictation 4 beat patterns that contains
Rhythmic notes learned in 1st-4th grades
Literacy
patterns in various meter.

Know
5.R.Ka. Review rhythmic notes and values from 1st -4th grade
5.R.K.b. Identify and understand the values for dotted quarter notes and single eighth notes (syncopa)
5.R.K.c. Recognize and understand the meter signatures of 2/4, , and 4/4
Perform
5.R.P.a. Play/sing/move to songs that contain dotted quarter notes and single eighth notes
5.R.P.b. Read from notation songs that contain dotted quarter notes and single eighth notes
5.R.P.c. Use numbers to count note values in 2/3, , and 4/4 meter (CFA)
Create
5.R.C.a. Improvise rhythms to accompany a chant or song
5.R.C.b. Create a rhythmic composition of 4 measures. Share compositions with peers for performance and
evaluation opportunities
Respond/Connect
5.R.R.a. Listen and choose or take from dictation 4 beat patterns that contains notes learned in 1st-4th grades
inclusing dotted quarter notes and single eighth notes (syncopa) (CFA)
5th Grade Rhythmic Rubrics
5th
5.R.P.c. Use numbers to count note values in 2/3, , and 4/4 meter
Grade
Literacy
4
Student is able to correctly identify all rhythmic patterns with the correct amount of
beats. Student can accurately count using numbers varied patterns in varied meter.
5th
5.R.R.a. Listen and choose or take from dictation 4 beat patterns that contains
Grade
notes learned in 1st-4th grades inclusing dotted quarter notes and single eighth
Rhythmic notes (syncopa)
Literacy
4
patterns in various meter.

Anchor Standard: Students become melodically literate. Students can perform, creatively use, and communicate
melodic and harmonic elements.
Music is organized sound. Melody is organized pitch. Melody is also organized by direction and duration. Harmony is
created when two or more sounds are produced together.
Know
1.M.K.a Experience the major scale
1.M.K.b.Demonstrate high and low
1.M.K.c. Write/draw the staff and treble clef
1.M.K.d. Identify line notes and space notes (CFA)
1.M.K.e. Demonstrate hand signs for so/mi
1M.K.f. Ostinato is a repeating pattern
Perform
1.M.P.a. Demonstrate high and low pitch with the body and a variety of instruments
1.M.P.b. Sing and play so-mi patterns in a variety of songs (CFA)
1.M.P.c. Read/decode so-mi patterns from the staff
1.M.P.d. Take dictation(traditional or non-traditional notation) using so-mi patterns
1M.P.e. Use an ostinato to accompany a song or poem
Create
1.M.C.a. Improvise so-mi patterns vocally or on pitched instruments
1.M.C.b. As a class compose/play a so-mi song,
1M.C.c. Create a ostinato pattern to accompany songs and poems
Respond/Connect
1.M.R.a. Sing songs from a variety of cultures and for varied seasons
1.M.R.b. Respond to music in relationship to history and culture
Grade Level:
1st
Standard/Objective: Melodic Literacy Know d: Identify line and space

notes.
Student can write and identify their own examples of a line/space

note with the appropriate number.
Student is able to identify 4-5 of the line/space notes with the

appropriate number.
Student is able to identify 2-3 of the line/space notes with the

appropriate number.
Student is not able to identify line/space notes with the appropriate

number.
Grade Level:
1st-5th
Standard/Objective: Melodic Literacy Perform a: Sing and play a

variety of song that containappropriate grade level patterns
Student can perform independently, accurately and demonstrates

fluency beyond grade level
Student can independently and accurately perform song
Student can perform song but needs support
Student cannot accurately perform song even with support
Please see resource folder for examples of grade level

appropriate songs. We encourage the performance to be
on an instrument. If the performance is sung we
encourage attaching solfeg and/or handsigns.

Anchor Standard: Students become melodically literate. Students can perform, creatively use, and
communicate melodic and harmonic elements.
Music is organized sound. Melody is organized pitch. Melody is also organized by direction and duration.
Harmony is created when two or more sounds are produced together.
Know
2.M.K.a Experience hand signs for the major scale focusing on so, la, mi, and do
2.M.K.b. Draw the treble clef
2.M.K.c. Identify steps and skips and repeated notes on the staff (CFA)
2.M.K.d. Recognize so-la as a step and so-mi as a skip
2.M.K.e. Recognize ostinato as a repeating pattern
Perform
2.M.P.a. Sing and play a variety of songs that contain so, la, mi, and do (CFA)
2.M.P.b. Read and decode so-mi-la patterns from the staff
2.M.P.c. Take dictation (traditional or non-traditional notation) using combinations of so, mi, la, and do
2M.P.d. Use ostinato patterns to accompany songs or poems
Create
2.M.C.a. Improvise using a combination of so, la, mi and do vocally or on pitched instruments
2.M.C.b. As a class compose/play a song using a combination of so, la, mi and do
2M.C.c. Create an ostinato pattern to accompany and song or poem
Respond/Connect
Grade
Level: 2nd
Standard/Objective: Melodic Literacy Know c: Identify steps,

skips, and repeated notes on the staff.
Student can create and label their own examples of notes that
step, skip, or repeat on the staff.
Student can identify 4-5 examples of notes that step, skip, or

repeat on the staff.
Student can identify 2-3 examples of notes that step, skip, or

repeat on the staff.
Student cannot identify notes that step, skip, or repeat on the

staff.
Grade
Level: 1st5th
Standard/Objective: Melodic Literacy Perform a: Sing and play

a variety of songs that containappropriate grade level
patterns
Student can perform independently, accurately and

demonstrates fluency beyond grade level
Student can independently and accurately perform song
Student can perform song but needs support
Student cannot accurately perform song even with support
Please see resource folder for examples of grade level appropriate songs. We encourage the
performance to be on an instrument. If the performance is sung we encourage attaching solfeg
and/or handsigns.

Know
3.M.K.a Experience hand signs for the major scale focusing on mi, re, and do
3.M.K.b. Identify the pitch of the lines and spaces for the treble clef (CFA)
3.M.K.c. Identify steps and skips and repeated notes as well as their direction on the staff
3.M.K.d. Recognize do-re-mi as a step pattern and do-mi as a skip
Perform
3.M.P.a. Sing and play a variety of songs that contain combinations of do-re-mi
3.M.P.b. Read and decode do,re,mi patterns from the staff
3.M.P.c. Take dictation (traditional or non-traditional notation) using combinations of so, mi, la, and do
3M.P.d. Sing and play a variety of rounds and partner songs
3.M.P.e. Accompany songs with classroom instruments both pitched and unpitched
Create
3.M.C.a. Improvise using a combination of mi,re,do vocally or on pitched instruments
3.M.C.b. Individually or as a class compose/play a song using a combination of do, re, mi
Respond/Connect
3.M.R.c. Listen and identify melodic patterns that use do,re,mi (CFA)
3rd Grade
Melodic
Literacy
3.M.R.c. Listen and identify melodic patterns that use do,re,mi

Student can create and accurately sing/play their own do, re,
mi, patterns
Student can listen and identify 4-5 of the do,re,mi patterns
Student can listen and identify 2-3 of the do,re,mi patterns
Student cannot listen and identify patterns that use do, re,
mi.
3rd Grade
Melodic
Literacy
3.M.K.b. Identify the pitch of the lines and spaces for the treble
clef
Student identifies all 5 pitches. Students are able to use

knowledge to decode other musical examples.
Student identified 4-5 pitches correctly
Student identified 1 or did not identify the pitches correctly.
Music Standards-4th Grade

Know
4.M.K.a Experience hand signs for the major scale focusing on the penta scale, do,re,mi,so,la
4.M.K.b. Identify and notate the pitches for the treble clef including D and C below the staff (CFA)
4.M.K.c. Identify steps and skips and repeated notes as well as their direction on the staff
Perform
4.M.P.a. Sing and play a variety of songs that contain combinations of do-re-mi-so-la
4.M.P.b. Read and decode do,re,mi, so, la patterns from the staff, but also using pitch names
4.M.P.c. Take dictation (traditional or non-traditional notation) using combinations of do, re, mi, so, la
4M.P.d. Sing and play a variety of rounds and partner songs
Create
4.M.C.a. Improvise using a combination of do, re, mi, so, and la vocally or on pitched instruments
4.M.C.b. Individually or as a class compose/play a song using a combination of the penta scale while
encouraging pitch identification
4M.C.c. Use instruments to create new textures for a song and justify choices
Respond/Connect
4.M.R.c. Listen and identify melodic patterns that use the penta scale do, re, mi, so, la (CFA)
4th Grade
Melodic
Literacy
4.M.R.c. Listen and identify melodic patterns that use the penta
scale do, re, mi, so, la
Student can create and accurately sing/play their own patterns

using pitch from the pentascale
Student can listen and identify 4-5 of the penta scale patterns
Student can listen and identify 2-3 of penta scale patterns
Student cannot listen and identify patterns that use the penta
scale
4th Grade
Melodic
Literacy
4.M.K.b. Identify and notate the pitches for the treble clef
including D and C below the staff

Music Standards-5th Grade Melodic Literacy - Winter
Know
5.M.K.a Know the hand signs for the major scale
5.M.K.b. Identify and notate the pitches for the treble clef including ledger lines above and below the staff
(CFA)
5.M.K.c. Identify steps, skips, octaves and repeated notes as well as their direction on the staff
Perform
5.M.P.a. Sing and play a variety of songs that contain combinations of the major scale
5.M.P.b. Read and decode scale patterns from the staff, but also using pitch names
5.M.P.c. Take dictation (traditional or non-traditional notation) using combinations the major scale
5M.P.d. Sing and play a variety of songs that contain two or more parts
Create
5.M.C.a. Improvise using a combination of do, re, mi, so, and la vocally or on pitched instruments
5.M.C.b. Individually or as a class compose/play a song using a combination of the major scale while
encouraging pitch identification
5M.C.c. Use instruments to create new textures for a song and justify choices
Respond/Connect
5.M.R.c. Listen and identify melodic patterns that use the major scale (CFA)
5th Grade
Melodic
Literacy
5.M.R.c. Listen and identify melodic patterns that use the major scale
Student can create and accurately sing/play their own patterns

using pitch from the major scale
Student can listen and identify 4-5 of the patterns using pitch from
the major scale
Student can listen and identify 2-3 of the patterns using pitch from
the major scale
Student cannot listen and identify patterns that use pitch from the
major scale
5th Grade
Melodic
Literacy
5.M.K.b. Identify and notate the pitches for the treble clef
including ledger lines above and below the staff



Know
1.E.K.a. Identify the vocabulary for loud-forte/soft-piano
1.E.K.b. Understand the concept of fast and slow
1.E.K.c. Understand that music has form and structure
1.E.K.d. Know the names of classroom instruments
1.E.K.e. Recognize and identify a variety of voices (man, woman, child, whisper)
Perform
1.E.P.a. Perform songs and poems with contrasting dynamics
1.E.P.b. Perform songs with poems with contrasting tempos
1.E.P.c. Demonstrate a whisper, speaking, singing, and calling voice
Create
1.E.C.a. Create a visual representation of a chosen element of expression
1.E.C.b. Plan and perform dynamics to accompany a poem or song (CFA)
Respond/Connect
1.E.R.a. Identify phrases of a song as same or different
1.E.R.b. Discover musical terms and concepts that are also used in other disciplines and express them through moving,
drawing, or other art activities.
1.E.R.c. Respond to various vocal, instrumental and other musical sounds (CFA)
Grade Level:
1st
Standard/Objective: Expressive Elements: Create b: Plan and perform

dynamics to accompany a poem/song. (4 line poem/song recommended,
small groups recommended)
Student takes the lead to help plan and/or direct the performance
Uses dynamic symbols to plan a performance and accurately performs as

planned
Some understanding of dynamic symbols is demonstrated and/or

performance does not match plan
Little or no effort is made to plan or perform dynamics
Example of a 4 line poem:

Queenie, Queenie Caroline
Washed her hair in turpentine
Turpentine to make it shine
Queenie, Queenie Caroline
Students would decide what parts would be soft (p for piano) or loud (f for forte). Students could mark each line or
different words. Small groups would work best for assessment. Groups can practice and perform for each other.
Grade Level:
1st
Standard/Objective: Expressive Elements Respond c. Respond to various

vocal, instrumental and other musical sounds
Student is not only accurate and consistent in responding to the

desired musical sound, but also uses musical clues to anticipate the
desired sound
Student responds accurately and consistently to the desired musical

sound
Student is sometimes responding accurately to the desired musical

sound, but is not consistent
Student is not able to respond to the desired musical sound
Assessment Example:
When listening to Flight of the Bumble Bee by Tchaikovsky students will be able to isolate and respond to the sound of the flute.
Students would pretend to play their violins as they listen to the piece and then change to their pretend flutes when the flute played.
A second option would be to have something (like a stick with a picture of a flute) that students could hold in the air when they hear
the flute and then put down when the flute is done.
Students should be very familiar with the listening example before the formal assessment. This assessment could be done in the
whole group setting.

Know
2.E.K.a. Identify the vocabulary for loud-forte/soft-piano, < gradually get louder, crescendo and > gradually get softer,
decrescendo
2.E.K.b. Understand the concept and identify the vocabulary for fast - allegro and slow- lento
2.E.K.c. Understand that music has form focus on AB form
2.E.K.d. Know the names of the four orchestral instrument families, begin introducing instruments
Perform
2.E.P.c. Use movement to contrast between A and B sections of a piece of music
Create
2.E.C.a. Plan and perform tempo to accompany a poem or song (CFA)
Respond/Connect
2.E.R.a. Listen and respond to a variety of folk and classical music. Use appropriate vocabulary to identify expressive
elements and instruments/voices. (CFA)
2.E.R.b. Use another discipline (art, reading, writing, math) to respond to expressive elements in a listening example
Grade Level:
2nd
Standard/Objective: Expressive Elements: Create a: Plan and perform

tempo changes poem/song.
Student takes the lead to help plan and/or direct the performance
Uses tempo words to plan a performance and accurately performs as

planned
Some understanding of tempo vocabulary is demonstrated and/or

performance does not match plan
Little or no effort is made to plan or perform changes in tempo
See resource folder for multiple poems that can be used for tempo.
Grade Level:
2nd
Standard/Objective: Expressive Elements Respond a. Listen and respond to

a variety of folk and classical music. Use appropriate vocabulary to identify expressive
elements and instruments/voices.
Student is not only accurate and consistent in responding with the

appropriate expressive vocabulary and/or instruments, but can
respond in multiple ways, verbally, written, with the body, etc.
Student responds accurately and consistently with the appropriate

expressive vocabulary and/or instruments
Student is sometimes responding accurately with

vocabulary/instruments, but is not consistent
Student is not able to identify expressive elements or instruments

Know
3.E.K.a. Identify the vocabulary for loud-forte/soft-piano, < gradually get louder, crescendo and > gradually get softer,
crescendo
3.E.K.b. Understand the concept and identify the vocabulary for fast - allegro and slow- lento
3.E.K.c. Understand that music has form focus on AB form
3.E.K.d. Know the names of the four orchestral instrument families, begin introducing instruments
Perform
3.E.P.c. Use movement to contrast between A and B sections of a piece of music
Create
3.E.C.a. Plan and perform dynamics to accompany a poem or song
Respond/Connect
3.E.R.a. Listen and respond to a variety of folk and classical music. (CFA)
3.E.R.b. Use appropriate vocabulary to identify expressive elements and instruments/voices. (CFA)
3.E.R.c. Use another discipline (art, reading, writing, math) to respond to expressive elements in a listening example
3rd Grade
Expressive
Elements
3.E.R.a. Listen and respond to a variety of folk and classical music

See assessment
Student answers 5 examples correctly and respond in writing using

appropriate vocabulary to respond to folk and classical music.
Student answers 4-5 examples correctly
Student answers 1 or none correctly
3rd Grade
Expressive
Elements
3.E.R.b. Use appropriate vocabulary to identify expressive elements and

instruments/voices.
See assessment
Student identifies all the instruments as well as other examples not

studied in class
Student identifies the instruments and vocabulary in at least 4 of 5

examples
Student identifies the instruments and vocabulary in 2-3 of the examples
Student is not able to identify the instruments or vocabulary in the

examples

Know
4.E.K.a. Identify the Italian terms and symbols for dynamics p, mp, mf, f, <crescendo, and >decrescendo
4.E.K.b. Identify the Italian terms for tempo lento/slow, allegro/fast, accelerando/gradually get faster,
ritardando/gradually get slower and fermata
4.E.K.c. Understand that music has form AB, ABA and can use signs such as the repeat sign
4.E.K.d. Know the names of the four orchestral instrument families, categorize instruments into families
Perform
4.E.P.a. Perform songs and poems with contrasting dynamics and/or tempo
4.E.P.b. Use movement or other methods to show contrast between A and B sections of a piece of music
Create
4.E.C.a. Plan and perform a B section for a familiar song
Respond/Connect
4.E.R.a. Identify the form of various listening examples
4.E.R.b. Listen and respond to music using appropriate vocabulary (see Know), of a variety of styles including folk,
classical, and jazz. (CFA)
4.E.R.c. Listen and respond to the tonality of a piece of music (Major/minor) (CFA)
4th Grade
Expressive
Elements
4.E.R.b. Listen and respond to music using appropriate vocabulary (see Know), of a
variety of styles including folk, classical, and jazz.
See assessment
Student understands and identifies tonality accurately. Student is able to

identify the tonality of music they hear in other situations.
Student accurately identifies the tonality of a listening example at least 4

out of 5 times.
Student is able to accurately identify the tonality of a listening example

2or 3 times out of 5 attempts.
Student is not able to identify the tonality of a listening example.
Grade Level:
4th
Standard/Objective: Expressive Elements Respond b: Listen and respond

to music of a variety of styles including folk, classical, jazz, and rock
See assessment
Student answers 5 examples correctly and respond in writing using

appropriate vocabulary to respond to folk and classical music.
Students answer 0-1 example correctly.

Know
5.E.K.a. Identify the Italian terms and symbols for dynamics p, mp, mf, f, <crescendo, and >decrescendo
5.E.K.b. Identify the Italian terms for tempo lento/slow, allegro/fast, accelerando/gradually get faster,
ritardando/gradually get slower, fermata
5.E.K.c. Understand that music has form AB, ABA, ABACA/Rondo (signs like repeat, da capa)
5.E.K.d. Know the names of the four orchestral instrument families, categorize instruments into families (CFA)
Perform
5.E.P.a. Perform songs and poems with contrasting dynamics and/or tempo
5.E.P.b. Perform songs with contrasting sections
Create
5.E.C.a. Plan and perform a song with ABACA/Rondo form
Respond/Connect
5.E.R.a. Use appropriate vocabulary to identify multiple expressive elements while listening to music (CFA)
5.E.R.b. Listen and respond to the different instruments/textures used in folk music, classical music, jazz, and rock
5.E.R.c. Listen and respond to the tonality of a piece of music (Major/minor)
5th Grade
Expressive
Elements
5.E.R.a. Use appropriate vocabulary to identify multiple expressive elements while

listening to music.
See assessment
Student understands and identifies expressive elements. Student can

effectively communicate about the elements heard in a listening
example.
Students answers 4-5 correctly.
Student answers 2-3 correctly
Student answers 0-1 correctly.
Sample Assessment for going beyond mastery (4)

Listen to the following piece of music (see assessment CD for ideas). Listen for different
elements of expression. After the first time, write down the things you heard in the piece. Listen
to the piece again. After the second time, write any other things you heard. On the final and 3 rd
listening opportunity, listen for details about the expressive elements you identified. Using your
notes, write a paragraph about the music you heard. Include at least three expressive elements.
Grade Level:
5th
Standard/Objective: Elements of Expression Know d: Categorize

instruments into the four instrument families
Students are able to categorize instruments as well as make logical

conclusions categorizing non traditional/world instruments.
Student answesr 4-5 correctly
Student answers 2-3 correctly
Students are not able to categorize a list of instruments
Sample Assessment:
Classify the following instruments (lists should include, but are not limited to the following)String- violin, viola, cello, bass
Brass trumpet, French horn, trombone, tuba
Woodwind flute, clarinet, saxophone, oboe, bassoon
Percussion snare drum, bass drum, triangle, tambourine, maracas

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SALEM-KEIZER GENERAL MUSIC CURRICULUM- 0

Salem-Keizer Public Schools

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 1

Music Standards- Kindergarten

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 2

Kindergarten Rhythmic Rubrics

K.R.P.c. Steady beat while singing a variety of music (CFA)

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 3

Music Standards- Kindergarten

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 4

Kindergarten Melodic Rubrics

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 5

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 6

Kindergarten - Expressive Elements Rubrics

K.E.K.b. Understand the concept of fast and slow (CFA)

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 7

Music Standards- 1st Grade

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 8

First Grade Rhythmic Rubrics

Students are unable to notate rhythm patterns

Student correctly identifies 4-5 rhythms patterns

Student correctly identifies 2-3 rhythms patterns.

Student correctly identifies 1 or does not identify the patterns.

Music Standards- 2nd Grade

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 9

Rhythmic Literacy - Fall

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 10

2nd Grade Rhythmic Rubrics

Student correctly identifies 4-5 rhythms patterns

Student correctly identifies 2-3 rhythms patterns.

Student correctly identifies 1 or does not identify the patterns.

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 11

Music Standards- 3rd Grade

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 12

3rd Grade Rhythmic Rubrics

Student correctly identifies 4-5 examples.

Student correctly identifies 2-3 rhythms examples.

Student correctly identifies 1 or does not identify the examples.

Student correctly identifies 4-5 rhythms patterns

Student correctly identifies 2-3 rhythms patterns.

Student correctly identifies 1 or does not identify the patterns.

Music Standards- 4th Grade

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 13

Rhythmic Literacy - Fall

4th Grade Rhythmic Rubrics

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 14

Student correctly identifies 4-5 rhythms patterns.

Student correctly identifies 2-3 rhythms patterns.

Student correctly identifies 1 or does not identify the patterns.

Student correctly identifies 4-5 rhythms patterns

Student correctly identifies 2-3 rhythms patterns.

Student correctly identifies 1 or does not identify the patterns.

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 15

Music Standards- 5th Grade

SALEM-KEIZER GENERAL MUSIC CURRICULUM- 16

5th Grade Rhythmic Rubrics

Student correctly identifies 4-5 rhythms patterns.

Student correctly identifies 2-3 rhythms patterns.

Student correctly identifies 1 or does not identify the patterns.

Student correctly identifies 4-5 rhythms patterns

Student correctly identifies 2-3 rhythms patterns.

Student correctly identifies 1 or does not identify the patterns.