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    Term 1 Benchmarks Music

     

    4   Student Exceeds Academic Expectations regularly and demonstrates role model music-making and is often beyond the range of Kindergarten- age  ability and standards of learning for the material and tasks being presented.

     

    3     Student  Meets Academic Expectations often and demonstrates music-making that is consistently within the range of Kindergarten- age ability and standards of learning for the material and tasks being presented.

     

    2.  Student  Meets Academic Expectations some of the time and demonstrates music-making that is reaching toward the range of Kindergarten- age ability and standards of learning for the material and tasks being presented.

     

    1.  Student Does Not Meet Academic Expectations most of the time and or demonstrate music-making that is within the typical range of Kindergarten-age ability and standards of learning for the material and tasks being presented.

     

    Instrument Playing Goals

    ( The student:

      Uses instruments gently, safely and with proper care.

       Example 1;  The child beats a drum softly as shown by the teacher.

        Example 2   The child walks around instruments on the floor instead of purposely stepping on them.

       Example 3   The child passes instruments safely while taking turns.

     

    The student:

     Keeps instruments quiet when it is not time to play.

    Example 1  The child stops playing after a song is finished or when cued by the teacher.

    Example 2  The child keeps an instrument quiet in his or her hands while waiting for his or her part to occur.

    Example 3  The child puts instruments away or passes them out without playing them

     

     

    The student:

    Plays the instrument according to teacher directions.

      

        Example 1:  The child plays a steady beat evenly and up to speed when asked to play drums with "The Ants Go Marching."

        Example 2    The child plays the wind chimes at the right time during a poem about wind and not during other children's parts.

        Example 3     The child taps sticks softly during a soft piece of music and loudly druing a loud piece of music as instructed by the teacher before the song.

     

                      

       Singing  Goals

       The student

     Participates in singing during familiar songs, (even if only on refrains )

       

    Echoes simple song parts using correct pitch.

       

    Uses a healthy, appropriately produced sound while singing.

                            (Identifies singing, speaking, whispering, shouting.)

     

     

      Musicianship Goals :   

    (Critical Response)

    Responding to, Evaluating, Analyzing Music, and Using Music Vocabulary

     

    Critical Response

        The student:

    Uses the words "high /  low"

                              " loud  /soft"

                               "fast / slow"  to describe musical examples correctly.

     

       

    Uses his or her own words, movement or expressions to describe a piece of music's mood ( feeling).

    Example:1             Students listen to "The Star Spangled Banner" and describe the mood as happy, proud,  and patriotic.  

    Example 2               Students sing a quiet song about snowflakes falling and use gently movements with scarves to mimic the falling snow.

     

    Uses his or her own words or expressions to give opinions about personal musical tastes in a respectful way.

    Example 1      Students watch two Youtube videos of children playing a song on the violin and then on the trumpet.  Students turn to a buddy and talk about which performance they liked better and why.

      

    Uses his or her own words to evaluate the quality of personal and peer performances when given certain criteria for evaluation.  

    Example 1             Students rehearse a song for their June Play and then rate their performances from 1 to 5 according to categories given by the teacher.

     

    Demonstrates steady beat, while listening to music through movement such as clapping, patting , drumming, marching and/ or other simple movements.