Grade One Music Curriculum
Assessments and Grading:
Students are assessed based on the National and State Music Standards. These standards are separated into three categories, which are creating, performing and responding. Students are also assessed in the area of social emotional learning (SEL), specifically in participation and behavior. Below are the grading support documents for Kindergarten. These documents will explain the skills your child will need to perform and the knowledge he or she will need to attain to receive a specific grade. Each of the content tasks are linked to the music standards, and rubrics are used to assess the skills and knowledge. However, the rubrics are also incorporated into the grading support documents. Click the picture on the left to see the social emotional learning document and the picture on the right to see the content document, and click the bear in the middle to see the actual rubrics.
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Lesson Plans:
Below is a list of some of the grade one lessons and related music. If you wish to view the actual lessons that will be taught to your grade one student, find the lessons that appear in the map above and click the apple or apples for the lesson plan and related documents and the treble clef or clefs for the related music.
1. A Jack Frost Winter
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2. A Pumpkin Story
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3. Abiyoyo
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4. All are Welcome Here
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5. Bell Horses
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6. Choose to be Nice
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7. Human Pitch Indicator
8. Jump Jim Joe
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9. Mooses Come Walking
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10. Music Greeting Song
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11. Music Opposites
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12. Mystery Rain
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13. Patriotic Music Show
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14. Rhythm Beat
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15. Rhythm Echo
16. Sweet Guava Jelly
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17. Talking Drums
18. The Little Old Lady Who Was Not Afraid of Anything
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19. Train Troubles
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20. Turkey Surprise
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21. Very Fine Turkey
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22. Zudeo
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Classroom Expectations:
1. All students must enter the music room quietly and either kneel or sit on one of the rugs unless directed to sit on
the risers.
2. All students must actively listen to the teacher. Most of the information that the children receive in music is
channeled through the ears. If a child is not actively listening, he or she could miss key elements of the lesson.
Active listening requires complete attention. Complete attention is demonstrated when students are looking at the
teacher and sitting quietly with their hands on their person. At Memorial School we call it whole body listening.
3. Students must raise their hand and wait to be acknowledged before speaking or answering a question.
4. Students are expected to make thoughtful statements and give thoughtful answers to questions that they choose
to answer or are asked to answer. A thoughtful statement or answer does not need to be correct, but it should be
related to the topic.
5. Students must always be safe in the music room. They should always watch out for each other and the
instruments in the room.
6. The music lessons described above are packaged so that the children enjoy their learning. Learning music
should be fun. However, each lesson has a learning objective or purpose, so fun in the music room is not the
same kind of fun that the children experience at recess. In the music room fun leads to learning, so students are
asked to do their best and perform all tasks unless given a choice.
7. Students should never compare themselves to others, be afraid of mistakes or stress out about their performance
in the music room. Children learn at different rates, and all goals are attainable. Every student will meet a
particular goal in their own time as long as they keep trying. They should focus on doing their best and above all,
enjoy making music with their friends. If each child comes to the music room with this type of focus, they will
experience success.
8. Performing music is like playing a team sport. Everyone and every part of the music is important, no matter how
big or small. Therefore, children are expected to be supportive of each other. In addition, they need to be kind
and respectful to all, and keep their hands to themselves.
9. The instruments in the music room are used as teaching tools. They are real instruments and are quite costly.
Before playing these instruments, children must first learn how to care for them. Next, they need to know how to
play them correctly, and finally, they must learn what they are playing. Until all three criteria are met, the students
must not touch the instruments. When they are ready to play, I will invite them to do so.
10. At the end of class, the students must line up quietly when asked. If we are using instruments, when class is
over, the students must first put their mallets in rest position and exit the instrument area before lining up.
the risers.
2. All students must actively listen to the teacher. Most of the information that the children receive in music is
channeled through the ears. If a child is not actively listening, he or she could miss key elements of the lesson.
Active listening requires complete attention. Complete attention is demonstrated when students are looking at the
teacher and sitting quietly with their hands on their person. At Memorial School we call it whole body listening.
3. Students must raise their hand and wait to be acknowledged before speaking or answering a question.
4. Students are expected to make thoughtful statements and give thoughtful answers to questions that they choose
to answer or are asked to answer. A thoughtful statement or answer does not need to be correct, but it should be
related to the topic.
5. Students must always be safe in the music room. They should always watch out for each other and the
instruments in the room.
6. The music lessons described above are packaged so that the children enjoy their learning. Learning music
should be fun. However, each lesson has a learning objective or purpose, so fun in the music room is not the
same kind of fun that the children experience at recess. In the music room fun leads to learning, so students are
asked to do their best and perform all tasks unless given a choice.
7. Students should never compare themselves to others, be afraid of mistakes or stress out about their performance
in the music room. Children learn at different rates, and all goals are attainable. Every student will meet a
particular goal in their own time as long as they keep trying. They should focus on doing their best and above all,
enjoy making music with their friends. If each child comes to the music room with this type of focus, they will
experience success.
8. Performing music is like playing a team sport. Everyone and every part of the music is important, no matter how
big or small. Therefore, children are expected to be supportive of each other. In addition, they need to be kind
and respectful to all, and keep their hands to themselves.
9. The instruments in the music room are used as teaching tools. They are real instruments and are quite costly.
Before playing these instruments, children must first learn how to care for them. Next, they need to know how to
play them correctly, and finally, they must learn what they are playing. Until all three criteria are met, the students
must not touch the instruments. When they are ready to play, I will invite them to do so.
10. At the end of class, the students must line up quietly when asked. If we are using instruments, when class is
over, the students must first put their mallets in rest position and exit the instrument area before lining up.
