Education and Early Childhood Learning

K-M-M1: The learner develops skills for singing, playing, improvising, and moving.

The learner is able to do the following:

• Discover own singing voice and sing, alone and with others, a varied repertoire of grade-appropriate music.
• Explore and experiment with sounds from body percussion, instruments, and other sound sources.
• Improvise answers to given rhythmic and melodic fragments or phrases.
• Improvise simple rhythmic and melodic patterns and ostinatos.
• Use movement to explore music concepts, enhance music making, and express ideas (e.g., use movement to show high and low, steady beat).
• Demonstrate appropriate interpersonal skills for making music collectively.

K-M-M2: The learner develops skills for making music through aural, written, and visual music systems.

The learner is able to do the following:

• Play and sing by ear, reproducing simple melodies, rhythms, and accompaniments.
• Discover ways to record and interpret patterns using invented music notation.
• Respond appropriately to non-verbal cues and gestures when making music.

K-M-M3: The learner develops competencies for using elements of music in a variety of contexts.

The learner is able to do the following:

• Rhythm - Respond to and, with guidance, perform a steady beat and grade-appropriate rhythmic patterns in a variety of metres.
• Melody - Respond to, describe, and reproduce simple changes in pitch and melodic direction.
• Texture and Harmony - Differentiate between individual and combined sounds (one instrument versus two or more instruments).
• Expression - Explore and experiment with grade-appropriate elements of musical expression.
• Timbre - Demonstrate an awareness of sounds in the natural world and explore and experiment with a variety of timbres in voice and instruments.
• Form - Recognize, reproduce, and create musical patterns (e.g., same, different, repeated).

K-M-M4: The learner develops listening competencies for making music.

The learner is able to do the following:

• Listen with discrimination and purpose to
  • understand various cultural/historical/social contexts, music styles, genres, traditions, and so on
  • support enjoyment and understanding of music
  • make and interpret music expressively and creatively
  • inform music analysis, interpretation, appreciation, and evaluation
• Develop listening strategies (e.g., kinesthetic hearing, inner hearing, musical memory, playing/singing/composing by ear) for making and creating music.
• Listen to make informed decisions about and solve music challenges.

K-M-CR1: The learner generates ideas for creating music using a variety of sources.

The learner is able to do the following:

• Draw inspiration from personal experiences and relevant sources (e.g., feelings; memories; imagination; themes; observations; visual stimuli; learning in other subject areas; poems; stories; music; daily, family, or community life) to ignite ideas and questions for musical creation.
• Consider other arts disciplines (dance, dramatic arts, media arts, visual arts) and other subject areas to inspire and trigger ideas for musical creation.
• Generate ideas from sound exploration and improvisation.
• Engage in collaborative brainstorming and idea generation as inspiration for musical creation.

K-M-CR2: The learner experiments with, develops, and uses ideas for creating music.

The learner is able to do the following:

• Experiment with sounds and music to test and elaborate ideas.
• Select and organize, with teacher guidance, sounds and/or musical ideas as a class, as a group, or individually (e.g., make patterns with a low and a high sound, choosing from a range of instruments and sound sources).
• Describe decisions about the selection and use of music elements, techniques, expressive devices, forms, and principles of composition in own ongoing work.
• Recognize and incorporate serendipitous discoveries into own music-making process, as appropriate.
• Develop and extend musical ideas individually and in collaboration with others.

K-M-CR3: The learner revises, refines, and shares music ideas and creative work.

The learner is able to do the following:

• Share music work in progress to inform revisions.
• Revise and rehearse in response to teacher’s or peer’s feedback.
• Share own musical ideas, compositions, and interpretations with others through performances, composition portfolios, and/or sound video recordings.

K-M-C1: The learner experiences and develops an awareness of people and practices from various times, places, social groups, and cultures.

The learner is able to do the following:

• Perform, listen to, and demonstrate awareness of music representative of different times and places (include music from cultures represented within the school community and from a variety of composers).
• Identify, share, and talk about examples of music experienced at home, at school, and in the community.
• Demonstrate an awareness of musicians in and from own community.

K-M-C2: The learner experiences and develops an awareness of a variety of music genres, styles, and traditions.

The learner is able to do the following:

• Demonstrate an awareness that there are many different kinds of music.
• Demonstrate the understanding that musical works can be categorized according to common characteristics.
• Recognize that music is an art form, along with dance, dramatic arts, literary arts, and visual arts.

K-M-C3: The learner demonstrates an understanding of the roles, purposes, and meanings of music in the lives of individuals and in communities.

The learner is able to do the following:

• Identify when and why people use music in daily life.
• Demonstrate an awareness of the meanings and/or purposes of music (e.g., for relaxing, working, dancing, celebrating) encountered in own performance and listening experiences.
• Demonstrate an appreciation of music as a means of experiencing and exploring own and others’ lives (e.g., feelings, beliefs, stories, events, cultures).
• Demonstrate an awareness of ways in which music reflects, influences, and shapes issues and events, as well as traditions, values, beliefs, and identities of individuals and groups.
• Engage and/or interact appropriately as participants, audience members, and performers.

K-M-R1: The learner generates initial reactions to music experiences.

The learner is able to do the following:

• Take time to perceive music experiences before sharing opinions and making judgments.
• Make personal connections to previous experiences with music and other art forms.
• Express first impression of own and others’ music (e.g., thoughts, feelings, intuition, associations, questions, experiences, memories, stories, connections to other disciplines).

K-M-R2: The learner listens to, observes, and describes music experiences.

The learner is able to do the following:

• Discern details and listen for music elements (e.g., melody, rhythm, tempo, dynamics, pitch, timbre, harmony, texture).
• Use appropriate music terminology to observe and describe music experiences.
• Recognize different noticings and build common understanding about music.

K-M-R3: The learner analyzes and interprets music experiences.

The learner is able to do the following:

• Analyze how music elements communicate meaning.
• Reflect on and share personal responses (e.g., feelings, thoughts, images) evoked by various pieces of music and music-making experiences.
• Examine others’ interpretations to understand diverse perspectives and inform new thinking about music.
• Co-construct criteria to critically analyze and evaluate music works, performances, and experiences.

K-M-R4: The learner constructs meaning and applies new understandings from music experiences.

The learner is able to do the following:

• Justify own preferences, ideas, and interpretations about music.
• Recognize and respect that individuals and groups may have different preferences, ideas, interpretations, and opinions about music.
• Make informed choices for decision-making about music.