Exploring sound and voice
Students start the year by listening closely and finding their singing voice. They explore loud and soft, fast and slow, and learn that music is something they can make with their bodies and voices.
What does a student learn in
This is the year music starts to feel like a real activity, not just listening. Students sing simple songs, clap steady beats, and try out instruments with the rest of the class. They share what they notice when music sounds happy, sad, fast, or slow, and they make up little sounds of their own. By spring, students can perform a short song with the group and say what they liked about it.
- Singing
- Steady beat
- Listening
- Making sounds
- Performing together
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Making up music
Students invent short patterns of sound, like clapping a rhythm or humming a tune. They try out ideas, pick the ones they like, and share them with classmates.
- 3
Practicing for an audience
Students learn that performing takes practice. They rehearse songs and rhythms, work on staying together as a group, and think about what they want listeners to feel.
- 4
Talking about what they hear
Students listen to different kinds of music and describe what they notice. They share what a song reminds them of and connect music to stories, holidays, and people in their lives.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students connect a song or musical activity to something from their own life, like a familiar sound, a feeling, or a memory.
-
Relate artistic ideas and works with societal, cultural
Songs and music come from real places, people, and times. Students connect what they hear and create to the world around them.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect a song or musical activity to something from their own life, like a familiar sound, a feeling, or a memory. | MU:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Songs and music come from real places, people, and times. Students connect what they hear and create to the world around them. | MU:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with their own musical ideas, like making up a rhythm to clap or a short melody to sing.
-
Organize and develop artistic ideas and work
Students pick a song, sound, or rhythm they like and put it in an order that makes sense to them. This is the start of composing.
-
Refine and complete artistic work
Students pick a song or rhythm they've been working on and practice it until it sounds the way they want. They learn that making music means going back and trying again.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own musical ideas, like making up a rhythm to clap or a short melody to sing. | MU:Cr1.k |
| Organize and develop artistic ideas and work | Students pick a song, sound, or rhythm they like and put it in an order that makes sense to them. This is the start of composing. | MU:Cr2.k |
| Refine and complete artistic work | Students pick a song or rhythm they've been working on and practice it until it sounds the way they want. They learn that making music means going back and trying again. | MU:Cr3.k |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose a song or rhythm to perform and think about how they want it to sound before they play or sing it.
-
Develop and refine artistic techniques and work for presentation
Students practice a song or musical activity until they can perform it clearly for others. Getting better takes repetition, and this standard is about that rehearsal work.
-
Convey meaning through the presentation of artistic work
Students sing or play a short piece for others and use their voice or instrument to share a feeling or tell a simple story.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose a song or rhythm to perform and think about how they want it to sound before they play or sing it. | MU:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice a song or musical activity until they can perform it clearly for others. Getting better takes repetition, and this standard is about that rehearsal work. | MU:Pr5.k |
| Convey meaning through the presentation of artistic work | Students sing or play a short piece for others and use their voice or instrument to share a feeling or tell a simple story. | MU:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students listen to a short piece of music and share what they notice, like whether it feels fast or slow, loud or quiet.
-
Interpret intent and meaning in artistic work
Students listen to a short song or piece of music and share what they think it feels like or what it makes them picture. There are no wrong answers, just reasons why.
-
Apply criteria to evaluate artistic work
Students listen to a short piece of music and say what they liked or what they would change, using a simple reason like "it was too loud" or "the beat was fun."
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students listen to a short piece of music and share what they notice, like whether it feels fast or slow, loud or quiet. | MU:Re7.k |
| Interpret intent and meaning in artistic work | Students listen to a short song or piece of music and share what they think it feels like or what it makes them picture. There are no wrong answers, just reasons why. | MU:Re8.k |
| Apply criteria to evaluate artistic work | Students listen to a short piece of music and say what they liked or what they would change, using a simple reason like "it was too loud" or "the beat was fun." | MU:Re9.k |