UAS Music Curriculum

UAS Grade
Levels

KG TWO

NY Standard 1

Creating, Performing and Participating in the Arts

NY Standard 3

NY Standard 4

Objectives - Students will

CP.K2.1
CP.K2.2
CP.K2.3
CP.K2.4
CP.K2.5

Students:

CP.K2.6 develop an ability to maintain steady beat through non-locomotor and locomotor activities, using body
sounds and playing instruments.
CP.K2.7 develop an ability to start and stop together.

sing songs and play instruments, maintaining tone quality, pitch, rhythm, tempo, and
dynamics; perform the music expressively; and sing or play simple repeated patterns
(ostinatos) with familiar songs, rounds, partner songs, and harmonizing parts (b)
read simple standard notation in performance, and follow vocal or keyboard scores in
listening (c)
in performing ensembles, read very easy/easy music (New York State School Music
Association [NYSSMA] level I-II)1 and respond appropriately to the gestures of the
conductor (d)

identify and use, in individual and group experiences, some of the roles, processes, and
actions used in performing and composing music of their own and others (e).

GRADE TWO

NY Standard 2

1. Students will compose original music and perform music written by others. They will
understand and use the basic elements of music in their performances and compositions.
Students will engage in individual and group musical and music-related tasks, and will
describe the various roles and means of creating, performing, recording, and producing
music.
create short pieces consisting of sounds from a variety of traditional (e.g., tambourine,
recorder, piano, voice), electronic (e.g., keyboard), and nontraditional sound sources (e.g.,
water-filled glasses) (a)

GRADE ONE

modified June 2015

explore and make choices about sound.

create sound effects to complement a story, rhyme, picture or song.
sing in unison simple sings of an appropriate pitch range from memory.
work as a group following directions given by hand signals, signs and/or traditional notation.
recognize that sound can be recorded using notation or signs.

CP.1.1 make choices about sounds and organise them showing basic indications of expressions, such as tempo,
mood, dynamics, texture, timbre.
CP.1.2 interpret and use visual symbols to represent sounds.
CP.1.3 perform rhythmic and melodic patterns from traditional and non-traditional notation with a steady beat.
CP.1.4 understand the purpose of a conductor.
CP.1.5 use singing and playing to explore concepts such as pitch, rhythm, tempo, duration, timbre and dynamic
contrasts.
CP.1.6 display vocal control in singing through participation in rounds, folk songs, and pentatonic songs.
CP.1.7 identify and use non-traditional notation to record sound events.
CP.1.8 begin to recognise that the position of a note on the staff is related to its pitch.
CP.1.9 be introduced to the concept of duration and recognise basic rhythm values of quarter notes and eighth
notes.
CP.2.1 explore, create, select, combine, and organise sounds into simple compositions using traditional and nontraditional notation.
CP.2.2 will perform their compositions on classroom instruments and other sound sources.
CP.2.3 will begin to respond to directions from a conductor.
CP.2.4 will perform rhythmic and melodic patterns in meters of 2/4, 3/4, 4/4 on a variety of instruments.
CP.2.5 play and sing with others and develop an awareness of ensemble and audience.
CP.2.6 sing and play with accuracy and control, focusing on musical elements - pitch, rhythm, tempo, dynamics,
duration.
CP.2.7 sing songs with simple harmonies and partner songs.
CP.2.8 read and notate rhythm values of quarter and eighth notes and quarter and eighth note rests.
CP.2.9 recognise and begin to read and notate whole and half notes and whole and half rests.

UAS Music Curriculum

This is evident, for example, when students:
improvise a short composition using the black keys on the piano

GRADE THREE

sing familiar rounds and folk songs in a group with good tone,
tempo, intonation and rhythm
strum on an autoharp a two or three chord progression alone or
with others to accompany student singing

modified June 2015

CP.3.1
CP.3.2
CP.3.3
CP.3.4
CP.3.5
CP.3.6
CP.3.7

explore and organise sounds into simple musical forms such as binary and ternary.
notate simple compositions using standard notation.
sing and play simple melodies from traditional notation.
increase their song repertoire and continue to develop their ability to sing in harmony.
sing and play with others developing an increasing sensitivity to each other and the conductor.
read and notate using basic rhythm values of whole, half, quarter, and eighth notes and rests.
recognize and begin to read and notate dotted rhythms in simple meters.

CP.4.1
CP.4.2
CP.4.3
CP.4.4
CP.4.5
CP.4.6
CP.4.7
CP.4.8
CP.4.9

read simple standard notation in performance, and follow vocal or keyboard scores in listening.
use detailed notation to record and communicate ideas.
sing and play expressively to show tempo, dynamics, texture, style and articulation.
follow and respond accurately to a conductors indications.
sing and play increasingly complex melodies in simple and compound meters.
sing songs with increasing control, confidence, and expression.
sing and play in an ensemble with increasing awareness of audience and effect of their performance.
begin to read and notate rhythms values of sixteenth notes and rests.
begin to read and notate dotted rhythms in compound meters.

read and perform standard rhythmic notation on rhythm sticks

or other classroom instruments
play a simple pattern on a mallet instrument to accompany a
familiar song such as Frere Jacques
perform a simple piece of music with others in a band, chorus or

GRADE FOUR

GRADE FIVE

orchestra
conduct other students in performing simple musical pieces.

CP.5.1 in performing ensembles, read very easy/easy music (New York State School Music Association level I-II)
and respond appropriately to the gestures of the conductor.
CP.5.2 identify and use, in individual and group experiences, some of the roles, processes, and actions used in
performing and composing music of their own and others.
CP.5.3 compose increasingly complex melodies using motives, sequences, and a variety of textures.
CP.5.4 use detailed notation to record and communicate ideas.
CP.5.5 sing and play complex rhythmic and melodic patterns in simple and compound meters.
CP.5.6 sing and play with greater control of sound production and confidence in expression.
CP.5.7 read and notate rhythm values of whole, half, quarter, eighth, sixteenth notes and rests and their dotted
equivalents.

UAS Music Curriculum

Knowing and Using Arts Materials and Resources

KG TWO

2. Students will use traditional instruments, electronic instruments, and a variety of

nontraditional sound sources to create and perform music. They will use various resources to
expand their knowledge of listening experiences, performance opportunities, and/or
information about music. Students will identify opportunities to contribute to their
communities music institutions, including those embedded in other institutions (church
choirs, industrial music ensembles, etc.). Students will know the vocations and avocations
available to them in music.
Students:

use classroom and nontraditional instruments in performing and creating music (a)

GRADE ONE

construct instruments out of material not commonly used for musical instruments (b)

Objectives - Students will

KU.K2.1
KU.K2.2
KU.K2.3
KU.K2.4
KU.K2.5
KU.1.1
KU.1.2
KU.1.3
KU.1.4
KU.1.5
KU.1.6

modified June 2015

will begin to associate sounds of different instruments with specific moods and feelings
use classroom instruments with developing control and care.
share where they hear music in the world around them.
will be exposed to various vocations in music, professional and non-professional.
will understand what it means to be an audience member.

use a variety of instruments with control and care.

understand that different instruments make sounds in different ways.
share where they hear music in the world around them.
begin to identify various genres of music, i.e. orchestra, choir, rock band, folk ensemble etc. .
will demonstrate good audience behavior.
understand that technology can be used many ways in learning and experiencing music.

use current technology to manipulate sound (c)

KU.2.1 choose and arrange sounds to create a specific mood or feeling.

GRADE TWO

identify the various settings in which they hear music and the various resources that are
KU.2.2 identify the sounds and names of an increasing number of instruments; orchestral and non-orchestral,
used to produce music during a typical week; explain why the particular type of music was
and traditional and non-western instruments.
used (d)
demonstrate appropriate audience behavior, including attentive listening, in a variety of
musical settings in and out of school (e)

KU.2.3
KU.2.4
KU.2.5
KU.2.6

know how the music they hear around themselves is produced.

continue to identify various genres of music.
demonstrate good audience behaviour and attentive listening.
begin to explore ways technology is used in music.

KU.3.1
KU.3.2
KU.3.3
KU.3.4
KU.3.5
KU.3.6

choose and arrange with increasing complexity sounds to create a specific mood or feeling.
develop control of sounds on a wide range of instruments.
name and identify instrument families.
share why different types of music they hear around them were used.
continue to identify various genres of music.
display attentive listening and good audience behavior by sharing relevant thoughts about the

discuss ways that music is used by various members of the community (f).

This is evident, for example, when students:

use common items (e.g., keys, classroom blinds, measuring sticks) as found sounds to

GRADE THREE

improvise a group composition

make a shaker from a paper tube to accompany a Native American dance or Latino song
change pitch or timbre of a sound on the synthesizer
keep a log of locations where they hear music in the community or home
exhibit appropriate behavior when listening to music in the schools auditorium
describe in class the ways music is used at home and in their community.

performance.
KU.3.7 effectively use apps for either learning or making music
KU.4.1 create music in response to a range of stimuli using traditional and non-traditional instruments.
KU.4.2 be able to categorize unfamiliar instruments into families based on sound production.
KU.4.3 share how music in different settings adds or detracts from the experience.

GRADE FOUR

KU.4.4 understand the difference between vocational and avocational (professional and non-professional)
performance ensembles.
KU.4.5 continue to demonstrate age appropriate audience behavior.
KU.4.6 identify various ways technology can be used in music production and distribution.

UAS Music Curriculum

GRADE FIVE

modified June 2015

KU.5.1 use technology to record and communicate musical ideas.

KU.5.2 accurately identify orchestral and non-orchestral western instruments by sight and sound.
KU.5.3 appropriately and effectively choose music to enhance some part of their daily life - i.e. school function,
family meal, project etc. .
KU.5.4 discuss ways that music is used by various members of the community.
KU.5.5 continue to demonstrate age appropriate audience behavior.
KU.5.6 use current technology to manipulate sound.

UAS Music Curriculum

Responding to and Analyzing Works of Art
KG TWO

3. Students will demonstrate the capacity to listen to and comment on music. They will
relate their critical assertions about music to its aesthetic, structural, acoustic, and
psychological qualities. Students will use concepts based on the structure of musics content
and context to relate music to other broad areas of knowledge. They will use concepts from
other disciplines to enhance their understanding of music.
Students:

through listening, identify the strengths and weaknesses of specific musical works and
performances, including their own and others (a)

GRADE ONE

describe the music in terms related to basic elements such as melody, rhythm, harmony,
dynamics, timbre, form, style, etc. (b)

GRADE TWO

discuss the basic means by which the voice and instruments can alter pitch, loudness,
duration, and timbre (c)
describe the musics context in terms related to its social and psychological functions and
settings (e.g., roles of participants, effects of music, uses of music with other events or
objects, etc.) (d)

GRADE THREE

describe their understandings of particular pieces of music and how they relate to their
surroundings (e).

This is evident, for example, when students:

listen to another students musical composition and identify elements (such as rhythm,
harmony, melody) that they liked and disliked
describe, using correct terminology, the elements of music (such as timbre, dynamics,

GRADE FOUR

form) heard in a musical recording

orally identify the meter of a song sung by their classmates
demonstrate with a rubber band how to raise and lower pitch
write a few sentences on a social function attended (such as a wedding, bar mitzvah,
etc.) and how music was used to enhance the function
tell how music can set a mood in a particular setting (e.g., happy in an amusement
park).

GRADE FIVE

modified June 2015

Objectives - Students will

RA.K2.1 indicate with basic vocabulary whether or not they like specific listening selections.
RA.K2.2 indicate how they feel about their performances.
RA.K2.3 respond to contrasts in musical elements in the music they listen to.
RA.K2.4 understand how the voice and instruments can alter pitch, loudness, duration, and timbre.
RA.K2.5 have a basic understanding that different types of music have different functions.
RA.K2.6 share how they understand and feel about particular pieces of music.
RA.1.1 indicate with specific reasons whether or not they like specific listening selections.
RA.1.2 indicate with basic vocabulary the strengths and weaknesses of their performances.
RA.1.3 begin to use appropriate vocabulary to distinguish and describe musical elements.
RA.1.4 understand how the voice and instruments can express basic musical elements.
RA.1.5 distinguish and describe how musical elements affect the mood and use of the music.
RA.1.6 share how they understand and feel about particular pieces of music.
RA.2.1 begin to express strengths and weaknesses of a listening selection based not only on preference but also
on musical elements.
RA.2.2 begin to identify strengths and weaknesses of their performances based on musical elements.
RA.2.3 begin to identify with correct vocabulary the musical elements they hear in listening selections.
RA.2.4 understand how the voice and instruments can alter pitch, loudness, duration, and timbre.
RA.2.5 begin to identify specific social and psychological functions of music.
RA.2.6 begin to describe how music is related to its surroundings.
RA.3.1
RA.3.2
RA.3.3
RA.3.4
RA.3.5
RA.3.6
RA.4.1

begin to express strengths and weaknesses of a listening selection based solely on musical elements.
continue to identify strengths and weaknesses of their performances based on basic musical elements.
identify with increasingly accurate vocabulary the musical elements they hear in listening selections.
discuss and show how the voice and instruments can alter pitch, loudness, duration, and timbre.
have a basic understanding that different types of music have different functions.
share how they understand and feel about particular pieces of music.
identify strengths and weaknesses of specific listening selections based on their understanding of musical
elements.
RA.4.2 identify strengths and weaknesses of their performances based on their understanding of musical
elements.
RA.4.3 recognize and identify musical elements in listening selections.
RA.4.4 identify where alterations in pitch, loudness, duration, and timbre affect the mood or purpose of a pieces
of music.
RA.4.5 describe how music can affect the listener.
RA.4.6 describe the effect music has on a particular setting.
RA.5.1 identify strengths and weaknesses of specific listening selections based on their understanding of musical elements.
RA.5.2 identify strengths and weaknesses of their performances based on their understanding of musical elements.
RA.5.3 describe the music they listen to with terms related to the basic musical elements.
RA.5.4 discuss how alterations in pitch, loudness, duration, and timbre can affect the mood or purpose of a piece of music.
RA.5.5 describe the musics context in terms related to its social and psychological functions and settings.
RA.5.6 describe their understanding of particular pieces of music and how they relate to their surroundings.

UAS Music Curriculum

Understanding the Cultural Dimensions and Contributions of the Arts
4. Students will develop a performing and listening repertoire of music of various genres,
styles, and cultures that represent the peoples of the world and their manifestations in the
United States. Students will recognize the cultural features of a variety of musical
compositions and performances and understand the functions of music within the culture.

KG TWO

GRADE ONE

Students:
identify when listening, and perform from memory, a basic repertoire of folk songs/
dances and composed songs from the basic cultures that represent the peoples of the
world (a)
identify the titles and composers of well-known examples of classical concert music
and blues/jazz selections (b)

GRADE TWO

identify the primary cultural, geographical, and historical settings for the music they
listen to and perform (c).

GRADE THREE

This is evident, for example, when students:

sing folk music common to a period of history in the United States
recognize and identify some simple pieces of music such as the tango, march and waltz
and name the countries and composers most associated with the selections
record in a log the folksongs sung in class along with the country of origin
in music class make a pin map which shows the country of origin of folksongs and
recordings.

GRADE FOUR

modified June 2015

Objectives Students will

CD.K2.1 sing songs from a variety of times and cultures.

CD.K2.2 be exposed to music from a variety of cultures.
CD.K2.3 be exposed to music and composers from a variety of historical periods.
CD.1.1 sing songs from a variety of times and cultures.
CD.1.2 perform dances from different cultures.
CD.1.3 be exposed to music from a variety of cultures.
CD.1.4 be exposed to music and composers from a variety of historical periods.
CD.2.1 develop an awareness and appreciation of music from different sources and cultures and understand its
uses and associations.
CD.2.2 sing songs from a variety of times and cultures.
CD.2.3 perform dances from different cultures.
CD.2.4 begin to identify the different historical periods of Western concert music.
CD.2.5 study a variety of well-known composers and their compositions.
CD.3.1 develop an awareness and appreciation of music from different sources and cultures and understand its
uses and associations
CD.3.2 sing songs from a variety of times and cultures.
CD.3.3 perform dances from different cultures.
CD.3.4 continue to identify the different historical periods of Western concert music.
CD.3.5 study a variety of well-known composers and their compositions.
CD.4.1 begin to identify the origin of music from different sources and cultures and understand its uses and
associations.
CD.4.2 sing and play songs from a variety of times and cultures.
CD.4.3 identify the six historical periods of Western concert music - Medieval, Renaissance, Baroque, Classical,
Romantic, 20th Century.
CD.4.4 study a variety of well-known composers and their compositions and know which period they composed
in.

GRADE FIVE

CP.5.1 continue to identify the origin of music from different sources and cultures and understand its uses and
associations.
CP.5.2 sing and play songs from a variety of times and cultures.
CP.5.3 begin to identify the historical and geographical influences in the six periods of Western concert music.
CP.5.4 identify major composers and their compositions from each historical period.