Ashley Elementary Music

Benchmarks are assessed in the marking periods in which they occur.  If a performance occurs in a given marking period, those benchmarks may be assessed in the periods around it.

1^st Marking Period

Sing Independently

Sing independently

Can the student sing a two measure phrase response or song by themselves while maintaining the correct pitch intervals?

Dynamic Changes

Sing gradual and sudden dynamic changes

Can the student show large and small motor movement that correlates with loud and soft?

Dynamics with Conductor

Sing & play dynamics as indicated by conductor’s gestures.

Can the student sing and play correct dynamics from the conductor’s gestures?

Aural Identification

Identify instrumental sounds from a variety of styles and cultures.

Can the student identify the country the music is from or any of the instruments used?

Audience Behavior

Demonstrate audience appropriate behavior for the context and style of the music performed.

Can students act appropriately during musical performances in various settings?

2^nd Marking Period

Instrument and Voice families

Define string, brass, woodwind and percussion families, as well as soprano, alto, tenor, and bass.

Identify male, female, and children’s voices when presented aurally. -Identify the instrument family when presented aurally.

Compare two vocal selections, thumbs up or down if it’s male or female.

Describe personal preferences

Describe preferences for musical works or styles in lay terms.

Roles of Musicians

Identify various roles of musicians in the United States.

3^rd Marking Period

Create Melody

Create simple melodies

Can students, in small groups, write a new verse to a song they already know?

Create Mood

Create appropriate mood for a story by adding sound effects from a variety of sound sources and electronic media.

Identify Coda, D.C., D.S.

Identify coda, D.S., D.C, and verse and refrain when presented aurally.

Evaluate Performance

Evaluate performances and compositions with given guidelines.

4^th Marking Period

Ostinato, Parter, Round

Maintain ostinato patterns in groups. Sing a round or partner melody in small groups.

Can the student maintain an ostinato pattern on an Orff instrument while the class is singing?

Improvise Responses

Improvise a response to a given rhythmic and melodic phrase.

Put children in pairs and see if they can create a pattern of call & response rhythmically.

Rhythmic Accompaniment

Create rhythmic accompaniment to classroom songs.

Can the student play a rhythmic accompaniment on rhythm instruments?

Perceptual Skills

Demonstrate perceptual skills by moving, answering questions and by describing aural examples of various styles representing diverse cultures.

Can your students describe verbally the differences in various styles of music?

Jazz Genre/Classical Era

Identify aural examples of music of two different genres of jazz and two different periods of classical music.