• The Dove Elementary School Music Classroom is a fully interactive online based QUAVER classroom!
     
    quavermusic.com
     
     
    If you'd like more information on Quaver Music, visit http://www.quavermusic.com/infocenter/
    Every child will receive their own Quaver username and password to access Quavermusic.com whenever they want.  They can play games, create music and review learened material from music class!
    Scroll down for a series of GCISD Elementary Music "I CAN" statements by grade level.
     
     
     
    Dove Elementary Music Curriculum

    TEKS, Standards, and “I can...” Statements by Grade!

    Introduction
    The elementary music curriculum is a collection of learning standards with accompanying “I can...” statements. The standards are designed to

    address all the elementary music Texas Essential Knowledge and Skills (TEKS). Each standard and its accompanying “I can...” statement have been designed to accommodate the rich diversity of experience and specialization among elementary music teachers. Standard music vocabulary and notation symbols, once introduced, are practiced cumulatively to prepare students for musical success beyond elementary school.

    In this document, the elementary music learning standards and “I can...” statements are presented directly below the TEKS upon which they are based. The TEKS are organized into four strands:

    ! Music Literacy

    • "  The student describes and analyzes musical sound.

    • "  The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce

      musical examples. ! Creative Expression

      " The student performs a varied repertoire of developmentally appropriate music in informal or formal settings.

      " The student creates and explores new musical ideas. ! Historical and Cultural Relevance

      " The student examines music in relation to history and cultures. ! Critical Evaluation and Response

      " The student listens to, responds to, and evaluates music and musical performances.

      From the Texas Administrative Code:
      The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.

      Four basic strands--foundations: music literacy; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. The foundation of music literacy is fostered through reading, writing, reproducing, and creating music, thus developing a student's intellect. Through creative expression, students apply their music literacy and the critical-thinking skills of music to sing, play, read, write, and/or move. By experiencing musical periods and styles, students will understand the relevance of music to history, culture, and the world, including the relationship of music to other academic disciplines and the vocational possibilities offered. Through critical listening, students analyze, evaluate, and respond to music, developing criteria for making critical judgments and informed choices.

      Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as"

      are intended as illustrative examples.

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 1!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Grade! Annotations

    • Some TEKS occur in multiple grade levels and/or strands, while others are similar enough that a single standard effectively addresses both. To avoid repetition in the standards, the relationships between these TEKS are referenced with a number/letter code in brackets.

    • The requirements of some TEKS are met by the teacher’s repertoire choices. These are indicated with a superscript letter “R” (R).

    • An asterisk (*) indicates a district standard that is more rigorous than the TEKS.

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 2!

    Elementary Music Curriculum

    TEKS, Standards, and “I can...” Statements by Grade!

    KINDERGARTEN
    Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:

    K.1a. Identify the differences between the fives voices, including singing, speaking, inner, whispering, and calling voices [1.1a] K.1b. Identify the timbre of adult and child singing voices [1.1a]
    K.1c. Identify the timbre of instrument families

    Instrument Families (Sound) – I can hear the difference between wind, percussion, string, and electronic instruments.
    K.1d. Identify same / different in beat / rhythm, higher / lower, louder / softer, faster / slower, and simple patterns in musical performances

    Heartbeat / Rhythm (Same / Diff) – I can tell whether rhythmic sounds are the same (heartbeat) or different (rhythm). Higher / Lower (Same / Diff) – I can tell whether two sounds are the same or different in higher and lower.
    Louder / Softer (Same / Diff) – I can tell whether two sounds are the same or different in louder and softer.
    Faster / Slower (Same / Diff) – I can tell whether two sounds are the same or different in faster and slower.

    Pitch Patterns (Same / Diff) – I can tell whether two pitch patterns that I see are the same or different. K.1e. Identify beat, rhythm, and simple two-tone or three-tone melodies using iconic representation

    Beat / Rhythm Pictures – I can match a picture to the rhythm of a song. Melody Pictures – I can match a picture to the melody of a song.

    Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:
    K.2a. Sing or play classroom instruments independently or in groups

    Sing – I can sing alone and with others.*

    Play – I can play classroom instruments alone and with others.*
    K.2b. Sing songs or play classroom instruments from diverse cultures and styles independently or in groups
    R
    K.2c. Move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement [2.3c] K.2d. Perform simple part work, including beat versus rhythm

    Heartbeat Accompaniment – I can accompany a song by playing heartbeat on an instrument or with body percussion. K.2e. Perform music using louder / softer and faster / slower

    Perform Louder / Softer – I can sing or play music that uses louder and softer. Perform Faster / Slower – I can sing or play music that uses faster and slower.

    Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:

    K.3a. Sing songs and play musical games, including rhymes, folk music, and seasonal musicR K.3b. Identify simple interdisciplinary concepts relating to music [2.5c]

    Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:

    K.4a. Identify and demonstrate appropriate audience behavior during live or recorded performances [5.6a] K.4b. Identify steady beat in musical performances

    Heartbeat – I can hear whether music has a steady heartbeat or not.
    K.4c. Compare same / different in beat / rhythm, higher / lower, louder / softer, faster / slower, and simple patterns in musical performances [K.1d]

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 3!

    Elementary Music Curriculum

    TEKS, Standards, and “I can...” Statements by Grade!

    1st GRADE
    Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:

    1.1a. Identify known five voices and adult / children singing voices
    5 Voices – I can hear the difference between calling, speaking, whispering, singing, and inner voices. Adult / Child Voices – I can hear the difference between the singing voices of children and adults.

    1.1b. Identify visually and aurally the instrument families
    Instrument Families – I can identify wind (woodwinds / brass), percussion, string, and electronic instrument families by sight and sound.

    1.1c. Use basic music terminology in describing changes in tempo, including allegro / largo, and dynamics, including forte / piano Describe Allegro / Largo – I can describe a tempo change using the words allegro and largo.
    Describe
    f / p – I can describe a dynamic change using the words forte and piano.

    1.1d. Identify and label repetition and contrast in simple songs such as ab, aaba, or abac patterns Label Phrases – I can use letters to label musical phrases.

    Foundations: music literacy. The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:
    1.2a. Read, write, and reproduce rhythmic patterns, including quarter note, paired eighth notes and quarter rest

    ! " # $ – I can read, write, and perform rhythmic patterns of quarter note / rest and paired eighth notes. 1.2b. Read, write, and reproduce melodic patterns, including three tones from the pentatonic scale

    drm / sml – I can read, write, and perform drm or sml patterns.

    Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:
    1.3a. Sing tunefully or play classroom instruments including rhythmic and melodic patterns independently or in groups [2.3a]
    1.3b. Sing songs or play classroom instruments from diverse cultures and styles independently or in groups
    R

    1.3c. Move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement [2.3c] 1.3d. Perform simple part work, including beat versus rhythm, rhythmic ostinato, and vocal exploration

    Heartbeat + Rhythm – I can perform the rhythm of a song while others perform the heartbeat. 1.3e. Perform music using tempo, including allegro / largo, and dynamics, including forte / piano

    Perform Allegro / Largo – I can sing or play a song that uses allegro and largo. Perform f / p – I can sing or play a song that uses forte and piano.

    Creative expression. The student creates and explores new musical ideas. The student is expected to:

    1.4a. Create short rhythmic patterns using known rhythms
    Create
    ! " # $ – I can create 4-beat rhythmic patterns with quarter note / rest and paired eighth notes.

    1.4b. Create short melodic patterns using known pitches
    Create drm / sml – I can create short melodic patterns with drm or sml.

    1.4c. Explore new musical ideas using singing voice and classroom instruments
    Melodic Exploration I – I can use my voice and an instrument to discover and share pitch patterns that I like. Simple Bordun – I can accompany a song using simple bordun.*
    Alternating Bordun – I can accompany a song using alternating bordun.*

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 4!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Grade! Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:
    1.5a. Sing songs and play musical games including rhymes, patriotic events, folk music, and seasonal musicR
    1.5b. Identify steady beat in short musical excerpts from various periods or times in history and diverse culturesR

    1.5c. Identify simple interdisciplinary concepts relating to music [2.5c]

    Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:

    1.6a. Identify and demonstrate appropriate audience behavior during live or recorded performances [5.6a] 1.6b. Recognize known rhythmic and melodic elements in simple aural examples using known terminology

    Hear ! " # $ – I can recognize quarter note / rest and paired eighth notes in musical examples.

    Hear drm / sml – I can recognize drm or sml in musical examples.
    1.6c. Distinguish same / different between beat / rhythm, higher / lower, louder / softer, faster / slower, and simple patterns in musical performances [K.1d]
    1.6d. Respond verbally or through movement to short musical examples [1.1c, 1.1d, 1.3c, 1.6b, and 1.6c]

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 5!

    Elementary Music Curriculum

    TEKS, Standards, and “I can...” Statements by Grade!

    2nd GRADE
    Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:

    2.1a. Identify choral voices, including unison verses ensemble
    Unison / Ensemble Voices – I can hear the difference between unison singing and ensemble singing.

    2.1b. Identify instruments visually and aurally
    Bowed Strings – I can identify bowed string instruments by sight and sound, such as violin, viola (sight only), cello, and double bass. Plucked Strings – I can identify plucked string instruments by sight and sound, such as guitar, bass guitar, electric guitar, banjo, and harp. Woodwinds – I can identify woodwind instruments by sight and sound, such as flute, clarinet, oboe, bassoon, and saxophone.
    Brass – I can identify brass instruments by sight and sound, such as trumpet, horn, trombone, and tuba.
    Drums – I can identify drums by sight and sound, such as snare drum, bass drum, timpani, and drum set.
    Woods – I can identify woods by sight and sound, such as xylophone, wood block, claves, temple blocks, and castanets.
    Metals – I can identify metals by sight and sound, such as glockenspiel, metallophone, triangle, cymbals, gong, and cowbell.
    Scrapers – I can identify scrapers by sight and sound, such as guiro, wind chimes, cabasa, and washboard.
    Shakers – I can identify shakers by sight and sound, such as tambourine, jingle bells, and maracas.

    2.1c. Use known music terminology to explain musical examples of tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo

    Describe Tempo – I can describe the tempo of music using the words presto, allegro, moderato, andante, and largo.

    Describe ff / pp – I can describe the dynamics of music using the words fortissimo, forte, piano, and pianissimo. 2.1d. Identify and label simple small forms such as aaba and abac

    Small Forms – I can label small forms such as aaba and abac.

    Foundations: music literacy. The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:
    2.2a. Read, write, and reproduce rhythmic patterns using standard notation in %& meter including half note / half rest

    Rhythm Notation Basics – I can define rhythm notation terms and symbols: measure, bar-line, double bar, final bar, and time signature. ' ( – I can read, write, and perform rhythmic patterns that include half note / rest.
    %& Meter – I can read and write rhythmic and melodic patterns in %& meter.

    2.2b. Read write and reproduce pentatonic melodic patterns using standard staff notation
    Pitch Notation Basics – I can define pitch notation terms and symbols: staff, treble clef, note head, stem, line, and space. Pentatonic – I can read, write, and perform pentatonic patterns.

    2.2c. Read, write, and reproduce basic music terminology, including allegro / largo and forte / piano
    Notate Expression I – I can read, write, and perform expressive terms and symbols: tempo, allegro, largo, dynamics, forte, piano,
    f, & p.* RepeatSigns–Icandefineandinterpretrepeatsigns:%and)|: :|).*

    Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:
    2.3a. Sing tunefully or play classroom instruments including rhythmic and melodic patterns independently or in groups

    Sing Tunefully – I can sing tunefully alone and with others.*

    Play Patterns – I can play rhythmic and melodic patterns alone and with others on classroom instruments.*
    2.3b. Sing songs or play classroom instruments from diverse cultures and styles independently or in groups
    R
    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 6!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Grade! 2.3c. Move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement

    Move – I can move to music in place and travelling.
    2.3d. Perform simple part work including rhythmic ostinato and vocal exploration such as singing, speaking, and chanting

    Rhythmic Ostinato – I can accompany a song by performing a rhythmic ostinato.

    Vocal Exploration – I can sing, speak, or chant a second part, such as a pedal point or echo.
    2.3e. Perform music using tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo

    Perform Presto – I can sing or play a song that uses the tempo presto. Perform Moderato – I can sing or play a song that uses the tempo moderato. Perform Andante – I can sing or play a song that uses the tempo andante. Perform ff / pp – I can sing or play a song that uses fortissimo and pianissimo.

    Creative expression. The student creates and explores new musical ideas. The student is expected to:

    2.4a. Create rhythmic phrases using known rhythms
    Create
    ' ( – I can create rhythmic phrases with half note / rest.

    2.4b. Create melodic phrases using known pitches
    Create Pentatonic – I can create pentatonic phrases.

    2.4c. Explore new musical ideas in phrases using singing voice and classroom instruments
    Melodic Exploration II – I can use my voice and an instrument to discover and share a melodic phrase. Crossover Bordon – I can accompany a song using crossover bordun.*

    Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:

    2.5a. Sing songs and play musical games including patriotic, folk, and seasonal musicR
    2.5b. Examine short musical excerpts from various periods or times in history and diverse and local culturesR 2.5c. Identify simple interdisciplinary concepts relating to music

    Linking Disciplines – I can describe how music is connected to my other subjects.

    Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:

    2.6a. Begin to practice appropriate audience behavior during live or recorded performances [5.6a]
    2.6b. Recognize known rhythmic and melodic elements in simple aural examples using known terminology

    Hear ' ( – I can recognize half note / rest in musical examples.

    Hear Pentatonic – I can recognize pentatonic pitches in musical examples.
    2.6c. Distinguish between rhythms, higher / lower pitches, louder / softer dynamics, faster slower tempos, and simple patterns in musical performances

    Hearteat / Rhythm – I can tell the difference between the heartbeat of a song and its rhythm. Higher / Lower – I can tell whether one pitch is higher or lower than another.
    Louder / Softer – I can tell whether one sound is louder or softer than another.
    Faster / Slower – I can tell whether one heartbeat is faster or slower than another.

    Same / Different – I can tell whether two pitch or rhythm patterns that I hear are the same or different. 2.6d. Respond verbally or through movement to short musical examples [2.1c, 2.1d, 2.3c, 2.6b, and 2.6c]

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 7!

    Elementary Music Curriculum

    TEKS, Standards, and “I can...” Statements by Grade!

    3rd GRADE
    Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:

    3.1a. Categorize and explain a variety of musical sounds, including those of children’s and adults’ voices Men’s / Women’s Voices – I can hear the difference between the voices of adult men and women.*

    3.1b. Categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, and instruments from various cultures

    Instrument Sorting – I can sort instruments I know into wind, string, and percussion families and explain my thinking.
    Sort Percussion – I can categorize percussion instruments as shakers, scrapers, drums, woods, or metals and explain my thinking.
    Sort Strings – I can categorize string instruments as plucked or bowed, and explain my thinking.
    Sort Winds – I can categorize wind instruments as brass, woodwind, or voice and explain my thinking.
    World Instruments – I can identify world instruments by sight and sound, such as guitarron, vihuela, bagpipe, didgeridoo, ram’s horn, steel guitar, sitar, and steel drum.

    3.1c. Use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally

    Describe mf / mp – I can describe the dynamics of music using the words fortissimo, forte, mezzo forte, mezzo piano, piano, and pianissimo.
    Describe Elements I – I can describe the rhythm, melody, timbre, form, tempo, and dynamics of a piece of music using a multiple choice sentence frame.

    3.1d. Identify and label small and large music forms such as abac, AB, and ABA presented aurally in simple songs and larger works Large Forms – I can identify and label the form of music I hear, such as AB and ABA.

    Foundations: music literacy. The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:
    3.2a. Read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in %& and *& meters as appropriate

    + , , - – I can read, write, and perform rhythmic patterns that include four sixteenth notes. . / – I can read, write, and perform rhythmic patterns that include whole note / rest.
    *& Meter – I can read and write rhythmic and melodic patterns in *& meter.

    3.2b. Read, write, and reproduce extended pentatonic melodic patterns using standard staff notation Low La / Low So – I can read, write, and perform melodic patterns with low so and low la.

    3.2c. Identify new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte Notate Expression II – I can read, write, and perform expressive terms and symbols: presto, moderato, andante, fortissimo, mezzo forte, mezzo piano, pianissimo, ff, mf, mp, and pp.
    Multiple Endings – I can define and interpret multiple ending symbols: and .*

    Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:
    3.3a. Sing or play classroom instruments with accurate intonation and rhythm independently or in groups [5.3a]
    3.3b. Sing or play a varied repertoire of music such as American folk songs and folk songs representative of local cultures independently or in groups
    R

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 8!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Grade! 3.3c. Move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together [5.3c]
    3.3d. Perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire

    Rhythmic Ostinati – I can accompany a song by performing a rhythmic ostinato while others perform a different rhythmic ostinato.

    Melodic Ostinato – I can accompany a song by performing a melodic ostinato.
    3.3e. Interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte

    Perform mf / mp – I can sing or play a song from notation that uses known dynamics, mezzo forte, and mezzo piano.

    Creative expression. The student creates and explores new musical ideas. The student is expected to:

    3.4a. Create rhythmic phrases through improvisation or composition
    Create
    + , , - – I can compose or improvise rhythmic phrases using four sixteenth notes. Create . / – I can compose or improvise rhythmic phrases using whole note / rest.

    3.4b. Create melodic phrases through improvisation or composition
    Create Low So & La – I can compose or improvise melodic phrases with low so and low la.

    3.4c. Create simple accompaniments through improvisation or composition
    Create Bordon Accompaniment – I can work with a group to create and perform a multi-part accompaniment to a song I know using simple, alternating, and crossover bordon.*

    Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:

    3.5a. Perform a varied repertoire of songs, movement, and musical games representative of American and local culturesR 3.5b. Identify music from diverse genres, styles, periods, and cultures

    Identify Music – I can recognize pieces of music from various genres, styles, periods, and cultures that I know. 3.5c. Identify the relationships between music and interdisciplinary concepts [5.5d]

    Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:

    3.6a. Exhibit audience etiquette during live and recorded performances [5.6a]
    3.6b. Recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary

    Hear . / – I can recognize whole note / rest in musical examples.
    Hear Low So & La – I can recognize low so and low la in musical examples. Hear
    + , , - – I can recognize four sixteenth notes in musical examples.

    3.6c. Identify specific musical events in aural examples such as changes in timbre, form, tempo, or dynamics using appropriate vocabulary Musical Events I – I can hear when the timbre, form, tempo, or dynamics of a piece changes.

    3.6d. Respond verbally and through movement to short musical examples [3.1c, 3.1d, 3.3c, 3.6b, and 3.6c]
    3.6e. Describe a variety of compositions and formal or informal musical performances using specific music vocabulary
    R

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 9!

    Elementary Music Curriculum

    TEKS, Standards, and “I can...” Statements by Grade!

    4th GRADE
    Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:

    4.1a. Categorize and explain a variety of musical sounds, including those of children’s voices and soprano and alto adults’ voices Soprano / Alto Voices – I can hear the difference between soprano and alto voices.

    4.1b. Categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, keyboard, and electronic instruments, and instruments of various cultures

    Keyboard Instruments – I can identify and categorize keyboard instruments, such as piano, pipe organ, harpsichord, celeste, accordion, and electronic keyboards.
    Electronic Family – I can compare and contrast electronic instruments with their acoustic counterparts, such as electric / acoustic guitar and piano / electronic keyboard.

    4.1c. Use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including crescendo and decrescendo, and articulation, including staccato and legato, to explain musical sounds presented aurally

    Describe Crescendo / Decrescendo – I can describe a gradual change in the dynamics of music using the words crescendo and decrescendo.
    Describe Staccato / Legato – I can describe the articulation of music using the words staccato and legato.
    Describe Elements II – I can describe the rhythm, melody, timbre, form, tempo, dynamics, and articulation of a piece of music using a word bank and a fill in the blank sentence frame.

    4.1d. Identify and label small and large musical forms, such as, abac, AB, ABA, and rondo presented aurally in simple songs and larger works Rondo – I can identify and label the form of music I hear, such as Rondo.

    Foundations: music literacy. The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:
    4.2a. Read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in %&, 0&, and *& meters as appropriate

    1 – I can read, write, and perform rhythmic patterns that include isolated eighth notes. '. – I can read, write, and perform rhythmic patterns that include dotted half note.

    " 2 - + 3 # – I can read, write, and perform rhythmic patterns that include an eighth note and paired sixteenth notes.

    0& Meter – I can read and write rhythmic and melodic patterns in 0& meter.
    4.2b. Read, write, and reproduce extended pentatonic melodic patterns using standard staff notation

    High Do – I can read, write, and perform extended pentatonic patterns.
    4.2c. Identify new and previously learned music symbols and terms referring to tempo, dynamics, including crescendo and decrescendo, and articulation, including staccato and legato

    Notate Expression III – I can read, write, and perform expressive terms and symbols: crescendo, , decrescendo, , articulation, staccato, and legato.*
    Da Capo al Fine – I can define and interpret da capo repeats: D.C. and D.C. al fine.*

    Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:
    4.3a. Sing and play classroom instruments with accurate intonation and rhythm independently or in groups [5.3a]

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 10!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Grade! 4.3b. Sing or play a varied repertoire of music such as American and Texan folk songs and folk songs representative of local cultures independently or in groupsR
    4.3c. Move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together [5.3c]

    4.3d. Perform various folk dances and play parties [5.3d]
    4.3e. Perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire

    Melodic Ostinati – I can accompany a song by singing a melodic ostinato while others sing a different melodic ostinato.
    4.3f. Interpret through performance new and previously learned music symbols and terms referring to tempo, dynamics, including crescendo and decrescendo, and articulation, including staccato and legato

    Perform Crescendo / Decrescendo – I can sing or play a song from notation that uses crescendo and decrescendo. Perform Staccato / Legato – I can sing or play a song from notation that uses staccato and legato.

    Creative expression. The student creates and explores new musical ideas. The student is expected to:

    4.4a. Create rhythmic phrases through improvisation or composition
    Create
    1 –Icancomposeorimproviserhythmicphrasesusinganisolatedeighthnote.
    Create
    '. – I can compose or improvise rhythmic phrases using dotted half notes.
    Create
    " 2 - + 3 # – I can compose or improvise rhythmic phrases using an eighth note and paired sixteenth notes.

    4.4b. Create melodic phrases through improvisation or composition
    Create High Do – I can compose or improvise extended pentatonic melodic phrases.

    4.4c. Create simple accompaniments through improvisation or composition
    Create Ostinato Accompaniment – I can work with a group to create and perform a multi-part accompaniment to a song I know using bordon, rhythmic ostinato, and melodic ostinato.*

    Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:

    4.5a. Perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in TexasR
    4.5b. Perform music representative of America and Texas, including “Texas, Our Texas”

    Texas, Our Texas – I can sing Texas, Our Texas.
    4.5c. Identify and describe music from diverse genres, styles, periods, and cultures [5.5c] 4.5d. Examine the relationships between music and interdisciplinary concepts [5.5d]

    Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:

    4.6a. Exhibit audience etiquette during live and recorded performances [5.6a]
    4.6b. Recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary

    Hear '. – I can recognize dotted half notes in musical examples.
    Hear High Do – I can recognize extended pentatonic pitches in musical examples.
    Hear
    " 2 - + 3 # – I can recognize eighth note and paired sixteenth notes in musical examples. Hear1 –Icanrecognizeisolatedeighthnotesinmusicalexamples.
    Duple / Triple – I can hear the difference between simple duple and simple triple meters.

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 11!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Grade! 4.6c. Describe specific musical events in aural examples, such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary [5.6c]
    4.6d. Respond verbally and through movement to short musical examples [4.1c, 4.1d, 4.3d, 4.6b, and 4.6c]

    4.6e. Describe a variety of compositions and formal or informal musical performances using specific music vocabularyR 4.6f. Justify personal preferences for specific music works and styles using music vocabulary [5.6f]

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 12!

    Elementary Music Curriculum

    TEKS, Standards, and “I can...” Statements by Grade!

    5th GRADE
    Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:

    5.1a. Distinguish among a variety of musical timbres, including those of children’s voices and soprano, alto, tenor, and bass adult voices Tenor / Bass Voices – I can hear the difference between tenor and bass voices.

    5.1b. Distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, and electronic instruments, and instruments of various cultures

    Distinguish Instruments – I can distinguish the sound of an instrument I know within an ensemble performance.
    5.1c. Use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, including accelerando and ritardando, dynamics, articulation, and meter, including simple and compound, to explain musical sounds presented aurally

    Describe Accel. / Rit. – I can describe a gradual change in the tempo of music using the words accelerando and ritardando.
    Describe Simple / Compound – I can describe the meter of music as simple or compound.
    Describe Elements III – I can describe the rhythm, melody, timbre, form, tempo, dynamics, articulation, and meter of a piece of music using a word bank.

    5.1d. Identify and label small and large musical forms such as abac, AB, and ABA, rondo, and theme and variations presented aurally in simple songs and larger works

    Theme and Variations – I can identify and label the form of music I hear, such as Theme and Variations.

    Foundations: music literacy. The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:
    5.2a. Read, write, and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in %&, 0&, and *& meters as appropriate

    1 ! 1 – I can read, write, and perform syncopated patterns.
    5.2b. Read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation

    Fa and Ti – I can read, write, and perform diatonic patterns.

    Treble Clef – I can read pitch names on the treble clef staff.*
    5.2c. Identify and interpret new and previously learned music symbols and terms referring to tempo, including accelerando and ritardando, dynamics, articulation, and meter, including simple and compound

    Notate Expression IV – I can read, write, and perform expressive terms and symbols: accelerando, accel., ritardando, rit., simple meter, and compound meter.
    Dal Segno al Coda – I can define and interpret dal segno repeats: D.S. al fine, D.S. al coda, , and .*

    Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:
    5.3a. Sing and play classroom instruments with accurate intonation and rhythm independently or in groups

    Perform Accurately – I can sing and play classroom instruments with accurate intonation and rhythm alone or with others.
    5.3b. Sing or play a varied repertoire of music such as American folk songs, patriotic music, and folk songs representative of local and world cultures independently or in groups
    R
    5.3c. Move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together [5.3d]

    Whole Body – I can move my whole body to music in place and travelling.

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 13!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Grade! 5.3d. Perform various folk dances and play parties

    Folk Dance – I can perform folk dances and play parties.
    5.3e. Perform simple two-part music, including rhythmic and melodic ostinati, rounds, partner songs, and counter melodies

    Rounds – I can sing a round.
    Partner Songs – I can sing a partner song.
    Counter Melody – I can sing a song’s counter melody while others sing the melody.

    5.3f. Interpret through performance new and previously learned music symbols and terms referring to tempo, including accelerando and ritardando, dynamics, articulation, and meter, including simple and compound

    Perform Accel. / Rit. – I can sing or play a song from notation that uses accelerando and ritardando.
    Perform Simple / Compound Meter – I can sing or play a pair of songs from notation that uses simple and compound meter.

    Creative expression. The student creates and explores new musical ideas. The student is expected to:

    5.4a. Create rhythmic phrases through improvisation and composition
    Create
    1 ! 1 – I can compose and improvise rhythmic phrases using syncopated eighth and quarter notes.

    5.4b. Create melodic phrases through improvisation and composition
    Create Fa and Ti – I can compose and improvise diatonic phrases.
    5.4c. Create simple accompaniments through improvisation and composition
    Create Accompaniment – I can work with a group to create and perform a multi-part accompaniment to a song I know.*

    Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:

    5.5a. Perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and America and European and African cultures in AmericaR
    5.5b. Perform music representative of Texas and America, including “The Star-Spangled Banner”

    The Star-Spangled Banner – I can sing The Star-Spangled Banner.
    5.5c. Identify and describe music from diverse genres, styles, periods, and cultures

    Describe Music – I can identify and describe pieces of music from various genres, styles, periods, and cultures that I know. 5.5d. Examine the relationships between music and interdisciplinary concepts
    Interdisciplinary Skills – I can identify skills that I use as a musician and in other roles, such as artist, athlete, writer, or scientist.

    Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:

    5.6a. Exhibit audience etiquette during live and recorded performances [5.6a]
    Audience Etiquette – I can remain still, quiet, and attentive during a musical performance, and applaud at the end.

    5.6b. Identify known rhythmic and melodic elements in aural examples using appropriate vocabulary Hear 1 ! 1 – I can recognize syncopated eighth and quarter notes in musical examples. Hear Diatonic – I can recognize diatonic pitches in musical examples.

    5.6c. Describe specific musical events such as changes in timbre, form, tempo, dynamics, or articulation in aural examples using appropriate vocabulary

    Musical Events II – I can describe changes in timbre, form, tempo, dynamics, or articulation in musical examples.
    5.6d. Respond verbally and through movement to short musical examples [5.1c, 5.1d, 5.3d, 5.6b, and 5.6c]
    5.6e. Evaluate a variety of compositions and formal or informal musical performances using specific criteria
    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 14!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Grade! Evaluation – I can use music vocabulary to evaluate a performance.

    5.6f. Justify personal preferences for specific music works and styles using music vocabulary
    What I Like – I can use music vocabulary to explain why I like certain pieces and styles of music.

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 15!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Skill! Here, the TEKS and standards are presented in vertically aligned skill ladders. Broader “I can...” statements are listed at the top of each section.

    LITERACY - DESCRIBE
    I can identify voices and instruments by sight and sound. I can describe expressive elements in music.
    I can describe how musical ideas are organized.

    Describe Vocal Timbres

    K.1a. Identify the differences between the fives voices, including singing, speaking, inner, whispering, and calling voices [1.1a] K.1b. Identify the timbre of adult and child singing voices [1.1a]
    1.1a. Identify known five voices and adult / children singing voices

    5 Voices – I can hear the difference between calling, speaking, whispering, singing, and inner voices.

    Adult / Child Voices – I can hear the difference between the singing voices of children and adults.

    2.1a. Identify choral voices, including unison verses ensemble
    Unison / Ensemble Voices – I can hear the difference between unison singing and ensemble singing.

    3.1a. Categorize and explain a variety of musical sounds, including those of children’s and adults’ voices Men’s / Women’s Voices – I can hear the difference between the voices of adult men and women.*

    4.1a. Categorize and explain a variety of musical sounds, including those of children’s voices and soprano and alto adults’ voices Soprano / Alto Voices – I can hear the difference between soprano and alto voices.

    5.1a. Distinguish among a variety of musical timbres, including those of children’s voices and soprano, alto, tenor, and bass adult voices Tenor / Bass Voices – I can hear the difference between tenor and bass voices.

    Describe Instrumental Timbres

    K.1c. Identify the timbre of instrument families
    Instrument Families (Sound) – I can hear the difference between wind, percussion, string, and electronic instruments.

    1.1b. Identify visually and aurally the instrument families
    Instrument Families – I can identify wind (woodwinds / brass), percussion, string, and electronic instrument families by sight and sound.

    2.1b. Identify instruments visually and aurally
    Bowed Strings – I can identify bowed string instruments by sight and sound, such as violin, viola (sight only), cello, and double bass. Plucked Strings – I can identify plucked string instruments by sight and sound, such as guitar, bass guitar, electric guitar, banjo, and harp. Woodwinds – I can identify woodwind instruments by sight and sound, such as flute, clarinet, oboe, bassoon, and saxophone.
    Brass – I can identify brass instruments by sight and sound, such as trumpet, horn, trombone, and tuba.
    Drums – I can identify drums by sight and sound, such as snare drum, bass drum, timpani, and drum set.
    Woods – I can identify woods by sight and sound, such as xylophone, wood block, claves, temple blocks, and castanets.
    Metals – I can identify metals by sight and sound, such as glockenspiel, metallophone, triangle, cymbals, gong, and cowbell.
    Scrapers – I can identify scrapers by sight and sound, such as guiro, wind chimes, cabasa, and washboard.
    Shakers – I can identify shakers by sight and sound, such as tambourine, jingle bells, and maracas.

    3.1b. Categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, and instruments from various cultures

    Instrument Sorting – I can sort instruments I know into wind, string, and percussion families and explain my thinking.

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 16!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Skill! Sort Percussion – I can categorize percussion instruments as shakers, scrapers, drums, woods, or metals and explain my thinking.
    Sort Strings – I can categorize string instruments as plucked or bowed, and explain my thinking.
    Sort Winds – I can categorize wind instruments as brass, woodwind, or voice and explain my thinking.

    World Instruments – I can identify world instruments by sight and sound, such as guitarron, vihuela, bagpipe, didgeridoo, ram’s horn, steel

    guitar, sitar, and steel drum.

    4.1b. Categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, keyboard, and electronic instruments, and instruments of various cultures

    Keyboard Instruments – I can identify and categorize keyboard instruments, such as piano, pipe organ, harpsichord, celeste, accordion, and electronic keyboards.
    Electronic Family – I can compare and contrast electronic instruments with their acoustic counterparts, such as electric / acoustic guitar and piano / electronic keyboard.

    5.1b. Distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, and electronic instruments, and instruments of various cultures

    Distinguish Instruments – I can distinguish the sound of an instrument I know within an ensemble performance.

    Describe Expression

    K.1d. Identify same / different in beat / rhythm, higher / lower, louder / softer, faster / slower, and simple patterns in musical performances Heartbeat / Rhythm (Same / Diff) – I can tell whether rhythmic sounds are the same (heartbeat) or different (rhythm).
    Higher / Lower (Same / Diff) – I can tell whether two sounds are the same or different in higher and lower.
    Louder / Softer (Same / Diff) – I can tell whether two sounds are the same or different in louder and softer.

    Faster / Slower (Same / Diff) – I can tell whether two sounds are the same or different in faster and slower.

    Pitch Patterns (Same / Diff) – I can tell whether two pitch patterns that I see are the same or different.

    1.1c. Use basic music terminology in describing changes in tempo, including allegro / largo, and dynamics, including forte / piano Describe Allegro / Largo – I can describe a tempo change using the words allegro and largo.
    Describe
    f / p – I can describe a dynamic change using the words forte and piano.

    2.1c. Use known music terminology to explain musical examples of tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo

    Describe Tempo – I can describe the tempo of music using the words presto, allegro, moderato, andante, and largo.

    Describe ff / pp – I can describe the dynamics of music using the words fortissimo, forte, piano, and pianissimo.
    3.1c. Use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally

    Describe mf / mp – I can describe the dynamics of music using the words fortissimo, forte, mezzo forte, mezzo piano, piano, and pianissimo.
    Describe Elements I – I can describe the rhythm, melody, timbre, form, tempo, and dynamics of a piece of music using a multiple choice sentence frame.

    4.1c. Use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including crescendo and decrescendo, and articulation, including staccato and legato, to explain musical sounds presented aurally

    Describe Crescendo / Decrescendo – I can describe a gradual change in the dynamics of music using the words crescendo and decrescendo.
    Describe Staccato / Legato – I can describe the articulation of music using the words staccato and legato.

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 17!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Skill! Describe Elements II – I can describe the rhythm, melody, timbre, form, tempo, dynamics, and articulation of a piece of music using a word bank and a fill in the blank sentence frame.

    5.1c. Use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, including accelerando and ritardando, dynamics, articulation, and meter, including simple and compound, to explain musical sounds presented aurally

    Describe Accel. / Rit. – I can describe a gradual change in the tempo of music using the words accelerando and ritardando.
    Describe Simple / Compound – I can describe the meter of music as simple or compound.
    Describe Elements III – I can describe the rhythm, melody, timbre, form, tempo, dynamics, articulation, and meter of a piece of music using a word bank.

    Describe Form

    K.1e. Identify beat, rhythm, and simple two-tone or three-tone melodies using iconic representation Beat / Rhythm Pictures – I can match a picture to the rhythm of a song.
    Melody Pictures – I can match a picture to the melody of a song.

    1.1d. Identify and label repetition and contrast in simple songs such as ab, aaba, or abac patterns Label Phrases – I can use letters to label musical phrases.

    2.1d. Identify and label simple small forms such as aaba and abac Small Forms – I can label small forms such as aaba and abac.

    3.1d. Identify and label small and large music forms such as abac, AB, and ABA presented aurally in simple songs and larger works Large Forms – I can identify and label the form of music I hear, such as AB and ABA.

    4.1d. Identify and label small and large musical forms, such as, abac, AB, ABA, and rondo presented aurally in simple songs and larger works Rondo – I can identify and label the form of music I hear, such as Rondo.

    5.1d. Identify and label small and large musical forms such as abac, AB, and ABA, rondo, and theme and variations presented aurally in simple songs and larger works

    Theme and Variations – I can identify and label the form of music I hear, such as Theme and Variations.

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 18!

    Elementary Music Curriculum

    Notate Rhythm

    TEKS, Standards, and “I can...” Statements by Skill! I can read, write, and perform music notation.

    LITERACY – NOTATE

    1.2a. Read, write, and reproduce rhythmic patterns, including quarter note, paired eighth notes and quarter rest ! " # $ – I can read, write, and perform rhythmic patterns of quarter note / rest and paired eighth notes.

    2.2a. Read, write, and reproduce rhythmic patterns using standard notation in %& meter including half note / half rest
    Rhythm Notation Basics – I can define rhythm notation terms and symbols: measure, bar-line, double bar, final bar, and time signature.
    ' ( – I can read, write, and perform rhythmic patterns that include half note / rest.
    %& Meter – I can read and write rhythmic and melodic patterns in %& meter.

    3.2a. Read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in %& and *& meters as appropriate

    + , , - – I can read, write, and perform rhythmic patterns that include four sixteenth notes. . / – I can read, write, and perform rhythmic patterns that include whole note / rest.
    *& Meter – I can read and write rhythmic and melodic patterns in *& meter.

    4.2a. Read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in %&, 0&, and *& meters as appropriate

    1 – I can read, write, and perform rhythmic patterns that include isolated eighth notes. '. – I can read, write, and perform rhythmic patterns that include dotted half note.

    " 2 - + 3 # – I can read, write, and perform rhythmic patterns that include an eighth note and paired sixteenth notes.

    0& Meter – I can read and write rhythmic and melodic patterns in 0& meter.
    5.2a. Read, write, and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in %&, 0&, and *& meters as appropriate

    1 ! 1 – I can read, write, and perform syncopated patterns.

    Notate Pitch

    1.2b. Read, write, and reproduce melodic patterns, including three tones from the pentatonic scale drm / sml – I can read, write, and perform drm or sml patterns.

    2.2b. Read write and reproduce pentatonic melodic patterns using standard staff notation
    Pitch Notation Basics – I can define pitch notation terms and symbols: staff, treble clef, note head, stem, line, and space. Pentatonic – I can read, write, and perform pentatonic patterns.

    3.2b. Read, write, and reproduce extended pentatonic melodic patterns using standard staff notation Low La / Low So – I can read, write, and perform melodic patterns with low so and low la.

    4.2b. Read, write, and reproduce extended pentatonic melodic patterns using standard staff notation High Do – I can read, write, and perform extended pentatonic patterns.

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 19!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Skill! 5.2b. Read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation

    Fa and Ti – I can read, write, and perform diatonic patterns. Treble Clef – I can read pitch names on the treble clef staff.*

    Notate Expression

    2.2c. Read, write, and reproduce basic music terminology, including allegro / largo and forte / piano
    Notate Expression I – I can read, write, and perform expressive terms and symbols: tempo, allegro, largo, dynamics, forte, piano,
    f, and p.*

    3.2c. Identify new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte Notate Expression II – I can read, write, and perform expressive terms and symbols: presto, moderato, andante, fortissimo, mezzo forte, mezzo piano, pianissimo, ff, mf, mp, and pp.

    4.2c. Identify new and previously learned music symbols and terms referring to tempo, dynamics, including crescendo and decrescendo, and articulation, including staccato and legato

    Notate Expression III – I can read, write, and perform expressive terms and symbols: crescendo, , decrescendo, ,

    articulation, staccato, and legato.*

    5.2c. Identify and interpret new and previously learned music symbols and terms referring to tempo, including accelerando and ritardando, dynamics, articulation, and meter, including simple and compound

    Notate Expression IV – I can read, write, and perform expressive terms and symbols: accelerando, accel., ritardando, rit., simple meter, and compound meter.

    Notate Form

    RepeatSigns–Icandefineandinterpretrepeatsigns:%and)|: :|).*
    Multiple Endings – I can define and interpret multiple ending symbols: and .*
    Da Capo al Fine – I can define and interpret da capo repeats: D.C. and D.C. al fine.*
    Dal Segno al Coda – I can define and interpret dal segno repeats: D.S. al fine, D.S. al coda, , and .*

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14

    Page 20!

    Elementary Music Curriculum

    Sing / Play

    TEKS, Standards, and “I can...” Statements by Skill! I can sing, play, and move alone and with others.

    CREATIVE EXPRESSION – PERFORM

    K.2a. Sing or play classroom instruments independently or in groups Sing – I can sing alone and with others.*
    Play – I can play classroom instruments alone and with others.*

    1.3a. Sing tunefully or play classroom instruments including rhythmic and melodic patterns independently or in groups [2.3a]

    2.3a. Sing tunefully or play classroom instruments including rhythmic and melodic patterns independently or in groups Sing Tunefully – I can sing tunefully alone and with others.*
    Play Patterns – I can play rhythmic and melodic patterns alone and with others on classroom instruments.*

    3.3a. Sing or play classroom instruments with accurate intonation and rhythm independently or in groups [5.3a]

    4.3a. Sing and play classroom instruments with accurate intonation and rhythm independently or in groups [5.3a]

    5.3a. Sing and play classroom instruments with accurate intonation and rhythm independently or in groups
    Perform Accurately – I can sing and play classroom instruments with accurate intonation and rhythm alone or with others.

    Perform a Diverse Repertoire

    K.2b. Sing songs or play classroom instruments from diverse cultures and styles independently or in groupsR

    1.3b. Sing songs or play classroom instruments from diverse cultures and styles independently or in groupsR

    2.3b. Sing songs or play classroom instruments from diverse cultures and styles independently or in groupsR

    3.3b. Sing or play a varied repertoire of music such as American folk songs and folk songs representative of local cultures independently or in groupsR
    4.3b. Sing or play a varied repertoire of music such as American and Texan folk songs and folk songs representative of local cultures independently or in groupsR

    5.3b. Sing or play a varied repertoire of music such as American folk songs, patriotic music, and folk songs representative of local and world cultures independently or in groupsR

    Move

    K.2c. Move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement [2.3c]

    1.3c. Move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement [2.3c]

    2.3c. Move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement Move – I can move to music in place and travelling.

    3.3c. Move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together [5.3c]
    4.3c. Move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together [5.3c]

    4.3d. Perform various folk dances and play parties [5.3d]

    5.3c. Move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together [5.3d]

    Whole Body – I can move my whole body to music in place and travelling.

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 21!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Skill! 5.3d. Perform various folk dances and play parties

    Folk Dance – I can perform folk dances and play parties.

    Perform Part Work

    K.2d. Perform simple part work, including beat versus rhythm
    Heartbeat Accompaniment – I can accompany a song by playing heartbeat on an instrument or with body percussion.

    1.3d. Perform simple part work, including beat versus rhythm, rhythmic ostinato, and vocal exploration Heartbeat + Rhythm – I can perform the rhythm of a song while others perform the heartbeat.

    2.3d. Perform simple part work including rhythmic ostinato and vocal exploration such as singing, speaking, and chanting Rhythmic Ostinato – I can accompany a song by performing a rhythmic ostinato.
    Vocal Exploration – I can sing, speak, or chant a second part, such as a pedal point or echo.

    3.3d. Perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire
    Rhythmic Ostinati – I can accompany a song by performing a rhythmic ostinato while others perform a different rhythmic ostinato. Melodic Ostinato – I can accompany a song by performing a melodic ostinato.

    4.3e. Perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire
    Melodic Ostinati – I can accompany a song by singing a melodic ostinato while others sing a different melodic ostinato.

    5.3e. Perform simple two-part music, including rhythmic and melodic ostinati, rounds, partner songs, and counter melodies Rounds – I can sing a round.

    Partner Songs – I can sing a partner song.
    Counter Melody – I can sing a song’s counter melody while others sing the melody.

    Perform Expression

    K.2e. Perform music using louder / softer and faster / slower
    Perform Louder / Softer – I can sing or play music that uses louder and softer. Perform Faster / Slower – I can sing or play music that uses faster and slower.

    1.3e. Perform music using tempo, including allegro / largo, and dynamics, including forte / piano Perform Allegro / Largo – I can sing or play a song that uses allegro and largo.
    Perform
    f / p – I can sing or play a song that uses forte and piano.

    2.3e. Perform music using tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo Perform Presto – I can sing or play a song that uses the tempo presto.
    Perform Moderato – I can sing or play a song that uses the tempo
    moderato.
    Perform Andante – I can sing or play a song that uses the tempo
    andante.

    Perform ff / pp – I can sing or play a song that uses fortissimo and pianissimo.
    3.3e. Interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte

    Perform mf / mp – I can sing or play a song from notation that uses known dynamics, mezzo forte, and mezzo piano.
    4.3f. Interpret through performance new and previously learned music symbols and terms referring to tempo, dynamics, including crescendo and decrescendo, and articulation, including staccato and legato

    Perform Crescendo / Decrescendo – I can sing or play a song from notation that uses crescendo and decrescendo.

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 22!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Skill! Perform Staccato / Legato – I can sing or play a song from notation that uses staccato and legato.

    5.3f. Interpret through performance new and previously learned music symbols and terms referring to tempo, including accelerando and ritardando, dynamics, articulation, and meter, including simple and compound

    Perform Accel. / Rit. – I can sing or play a song from notation that uses accelerando and ritardando.
    Perform Simple / Compound Meter – I can sing or play a pair of songs from notation that uses simple and compound meter.

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 23!

    Elementary Music Curriculum

    TEKS, Standards, and “I can...” Statements by Skill!

    Create Rhythms

    CREATIVE EXPRESSION – CREATE I can create new musical ideas.

    1.4a. Create short rhythmic patterns using known rhythms
    Create
    ! " # $ – I can create 4-beat rhythmic patterns with quarter note / rest and paired eighth notes.

    2.4a. Create rhythmic phrases using known rhythms
    Create
    ' ( – I can create rhythmic phrases with half note / rest.

    3.4a. Create rhythmic phrases through improvisation or composition
    Create
    + , , - – I can compose or improvise rhythmic phrases using four sixteenth notes. Create . / – I can compose or improvise rhythmic phrases using whole note / rest.

    4.4a. Create rhythmic phrases through improvisation or composition
    Create
    1 –Icancomposeorimproviserhythmicphrasesusinganisolatedeighthnote.
    Create
    '. – I can compose or improvise rhythmic phrases using dotted half notes.
    Create
    " 2 - + 3 # – I can compose or improvise rhythmic phrases using an eighth note and paired sixteenth notes.

    5.4a. Create rhythmic phrases through improvisation and composition
    Create
    1 ! 1 – I can compose and improvise rhythmic phrases using syncopated eighth and quarter notes.

    Create Melodies

    1.4b. Create short melodic patterns using known pitches
    Create drm / sml – I can create short melodic patterns with drm or sml.

    2.4b. Create melodic phrases using known pitches
    Create Pentatonic – I can create pentatonic phrases.

    3.4b. Create melodic phrases through improvisation or composition
    Create Low So & La – I can compose or improvise melodic phrases with low so and low la.

    4.4b. Create melodic phrases through improvisation or composition
    Create High Do – I can compose or improvise extended pentatonic melodic phrases.

    5.4b. Create melodic phrases through improvisation and composition Create Fa and Ti – I can compose and improvise diatonic phrases.

    Create Accompaniments

    1.4c. Explore new musical ideas using singing voice and classroom instruments
    Melodic Exploration I – I can use my voice and an instrument to discover and share pitch patterns that I like. Simple Bordun – I can accompany a song using simple bordun.*
    Alternating Bordun – I can accompany a song using alternating bordun.*

    2.4c. Explore new musical ideas in phrases using singing voice and classroom instruments
    Melodic Exploration II – I can use my voice and an instrument to discover and share a melodic phrase. Crossover Bordon – I can accompany a song using crossover bordun.*

    3.4c. Create simple accompaniments through improvisation or composition

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 24!

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Skill! Create Bordon Accompaniment – I can work with a group to create and perform a multi-part accompaniment to a song I know using simple, alternating, and crossover bordon.*

    4.4c. Create simple accompaniments through improvisation or composition
    Create Ostinato Accompaniment – I can work with a group to create and perform a multi-part accompaniment to a song I know using bordon, rhythmic ostinato, and melodic ostinato.*

    5.4c. Create simple accompaniments through improvisation and composition
    Create Accompaniment – I can work with a group to create and perform a multi-part accompaniment to a song I know.*

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 25!

    Elementary Music Curriculum

    TEKS, Standards, and “I can...” Statements by Skill! I can perform and identify music from different cultures, genres, styles, and periods of history.

    HISTORY AND CULTURE
    I can understand connections between music and my other classes.

    Connect To Our Culture

    K.3a. Sing songs and play musical games, including rhymes, folk music, and seasonal musicR

    1.5a. Sing songs and play musical games including rhymes, patriotic events, folk music, and seasonal musicR

    2.5a. Sing songs and play musical games including patriotic, folk, and seasonal musicR

    3.5a. Perform a varied repertoire of songs, movement, and musical games representative of American and local culturesR

    4.5a. Perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in TexasR
    4.5b. Perform music representative of America and Texas, including “Texas, Our Texas”

    Texas, Our Texas – I can sing Texas, Our Texas.
    5.5a. Perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and America and European and African cultures in AmericaR
    5.5b. Perform music representative of Texas and America, including “The Star-Spangled Banner”

    The Star-Spangled Banner – I can sing The Star-Spangled Banner.

    Connect To Other Cultures and Periods

    1.5b. Identify steady beat in short musical excerpts from various periods or times in history and diverse culturesR

    2.5b. Examine short musical excerpts from various periods or times in history and diverse and local culturesR

    3.5b. Identify music from diverse genres, styles, periods, and cultures
    Identify Music – I can recognize pieces of music from various genres, styles, periods, and cultures that I know.

    4.5c. Identify and describe music from diverse genres, styles, periods, and cultures [5.5c]

    5.5c. Identify and describe music from diverse genres, styles, periods, and cultures
    Describe Music – I can identify and describe pieces of music from various genres, styles, periods, and cultures that I know.

    Connect To Other Subjects

    K.3b. Identify simple interdisciplinary concepts relating to music [2.5c]

    1.5c. Identify simple interdisciplinary concepts relating to music [2.5c]

    2.5c. Identify simple interdisciplinary concepts relating to music
    Linking Disciplines – I can describe how music is connected to my other subjects.

    3.5c. Identify the relationships between music and interdisciplinary concepts [5.5d]

    4.5d. Examine the relationships between music and interdisciplinary concepts [5.5d]

    5.5d. Examine the relationships between music and interdisciplinary concepts
    Interdisciplinary Skills – I can identify skills that I use as a musician and in other roles, such as artist, athlete, writer, or scientist.

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 26!

    TEKS, Standards, and “I can...” Statements by Skill! I can participate in music as an active listener.

    Elementary Music Curriculum

    Listen Actively

    K.4a. Identify and demonstrate appropriate audience behavior during live or recorded performances [5.6a]

    1.6a. Identify and demonstrate appropriate audience behavior during live or recorded performances [5.6a]

    2.6a. Begin to practice appropriate audience behavior during live or recorded performances [5.6a]

    3.6a. Exhibit audience etiquette during live and recorded performances [5.6a]

    4.6a. Exhibit audience etiquette during live and recorded performances [5.6a]

    5.6a. Exhibit audience etiquette during live and recorded performances [5.6a]
    Audience Etiquette – I can remain still, quiet, and attentive during a musical performance, and applaud at the end.

    Hear Pitches and Rhythms

    K.4b. Identify steady beat in musical performances
    Heartbeat – I can hear whether music has a steady heartbeat or not.

    1.6b. Recognize known rhythmic and melodic elements in simple aural examples using known terminology Hear ! " # $ – I can recognize quarter note / rest and paired eighth notes in musical examples.
    Hear drm / sml – I can recognize drm or sml in musical examples.

    2.6b. Recognize known rhythmic and melodic elements in simple aural examples using known terminology Hear ' ( – I can recognize half note / rest in musical examples.
    Hear Pentatonic – I can recognize pentatonic pitches in musical examples.

    3.6b. Recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary Hear . / – I can recognize whole note / rest in musical examples.
    Hear Low So & La – I can recognize low so and low la in musical examples.
    Hear
    + , , - – I can recognize four sixteenth notes in musical examples.

    4.6b. Recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary Hear '. – I can recognize dotted half notes in musical examples.
    Hear High Do – I can recognize extended pentatonic pitches in musical examples.
    Hear
    " 2 - + 3 # – I can recognize eighth note and paired sixteenth notes in musical examples. Hear1 –Icanrecognizeisolatedeighthnotesinmusicalexamples.

    Duple / Triple – I can hear the difference between simple duple and simple triple meters.

    5.6b. Identify known rhythmic and melodic elements in aural examples using appropriate vocabulary Hear 1 ! 1 – I can recognize syncopated eighth and quarter notes in musical examples. Hear Diatonic – I can recognize diatonic pitches in musical examples.

    Hear Form and Expression

    K.4c. Compare same / different in beat / rhythm, higher / lower, louder / softer, faster / slower, and simple patterns in musical performances [K.1d]

    1.6c. Distinguish same / different between beat / rhythm, higher / lower, louder / softer, faster / slower, and simple patterns in musical performances [K.1d]
    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 27!

    EVALUATION AND RESPONSE
    I can use music vocabulary to describe and evaluate the music I hear.

    Elementary Music Curriculum TEKS, Standards, and “I can...” Statements by Skill! 2.6c. Distinguish between rhythms, higher / lower pitches, louder / softer dynamics, faster slower tempos, and simple patterns in musical performances

    Hearteat / Rhythm – I can tell the difference between the heartbeat of a song and its rhythm. Higher / Lower – I can tell whether one pitch is higher or lower than another.
    Louder / Softer – I can tell whether one sound is louder or softer than another.
    Faster / Slower – I can tell whether one heartbeat is faster or slower than another.

    Same / Different – I can tell whether two pitch or rhythm patterns that I hear are the same or different.

    3.6c. Identify specific musical events in aural examples such as changes in timbre, form, tempo, or dynamics using appropriate vocabulary Musical Events I – I can hear when the timbre, form, tempo, or dynamics of a piece changes.

    4.6c. Describe specific musical events in aural examples, such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary [5.6c]
    5.6c. Describe specific musical events such as changes in timbre, form, tempo, dynamics, or articulation in aural examples using appropriate vocabulary

    Musical Events II – I can describe changes in timbre, form, tempo, dynamics, or articulation in musical examples.

    Respond

    1.6d. Respond verbally or through movement to short musical examples [1.1c, 1.1d, 1.3c, 1.6b, and 1.6c]

    2.6d. Respond verbally or through movement to short musical examples [2.1c, 2.1d, 2.3c, 2.6b, and 2.6c]

    3.6d. Respond verbally and through movement to short musical examples [3.1c, 3.1d, 3.3c, 3.6b, and 3.6c]

    4.6d. Respond verbally and through movement to short musical examples [4.1c, 4.1d, 4.3d, 4.6b, and 4.6c]

    5.6d. Respond verbally and through movement to short musical examples [5.1c, 5.1d, 5.3d, 5.6b, and 5.6c]

    Evaluate

    3.6e. Describe a variety of compositions and formal or informal musical performances using specific music vocabularyR

    4.6e. Describe a variety of compositions and formal or informal musical performances using specific music vocabularyR 4.6f. Justify personal preferences for specific music works and styles using music vocabulary [5.6f]
    5.6e. Evaluate a variety of compositions and formal or informal musical performances using specific criteria

    Evaluation – I can use music vocabulary to evaluate a performance.
    5.6f. Justify personal preferences for specific music works and styles using music vocabulary

    What I Like – I can use music vocabulary to explain why I like certain pieces and styles of music.

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 28!

    Elementary Music Curriculum

    TEKS, Standards, and “I can...” Statements

    Glossary
    culture – a group of people characterized by time, place, and/or ethnicity with common beliefs, customs, art, etc.

    genre / style – categories of music defined by a set of common elements, such as particular instrumentations, rhythms, textures, etc.; examples include art/popular/folk, concerto/symphony/cantata/motet, rock/jazz/country/, 60s/70s/80s, etc.
    perform (in relation to notation) – to demonstrate understanding of age-appropriate music notation by singing, playing, or moving
    period – an historically distinct length of time, such as medieval, renaissance, baroque, classical, romantic, and modern

    picture – iconic representation of a rhythm (closer and further apart) or a melody (higher and lower)
    read (in relation to notation) – to decode age-appropriate music notation into pitch or rhythm syllables (solfeggio) or names
    style see genre / style
    tunefully –
    with rhythmic and melodic shape, but not necessarily with accurate pitch, rhythm, or intonation
    write (in relation to notation) – to encode aural examples into age-appropriate music notation (handwriting/manipulatives/computer)

    Key: K 1st 2nd 3rd 4th 5th © Patrick R. Lollis, all rights reserved, rev. 8/14 Page 29!