Massachusetts Music Standards Singing

1.1 Sing independently, maintaining accurate

intonation, steady tempo,
rhythmic accuracy, appropriately-produced sound
(timbre), clear diction,
and correct posture
1.2 Sing expressively with appropriate dynamics,
Musical Literacy phrasing, and
interpretation
(singing, reading&notation, playing 1.3 Sing from memory a variety of songs
instruments) representing genres and styles from
diverse cultures and historical periods
1.4 Sing ostinatos, partner songs, rounds and
simple two-part songs, with
and without accompaniment
1.5 Sing in groups, blending vocal timbres, matching
dynamic levels, and responding to the cues of a
conductor

4.1 Improvise “answers” in the same style to given

phrases
4.2 Improvise and compose simple rhythmic and m
accompaniments
Improvisation & Creation
4.3 Improvise and compose simple rhythmic variati
embellishments on familiar melodies
4.4 Improvise and compose short vocal and instrum
variety of sound sources, including traditional sou
classroom, body sounds (such as clapping), and so
4.5 Create and arrange short songs and instrumen

Critical Response
(interpretation, reflection)
5.1 Perceive, describe, and respond to basic elements o
melody, texture, dynamics, harmony, and form
5.2 Listen to and describe aural examples of music of va
identifying expressive qualities, instrumentation, and c
5.3 Use appropriate terminology in describing music, m
music performances
5.4 Identify the sounds of a variety of instruments, incl
instruments from various cultures, as well as children’s
5.5 Respond through purposeful movement to selected
occurrences while singing or listening to music
5.6 Describe and demonstrate audience skills of listenin
classroom, rehearsal, and performance settings
 Reading&Notation
2.1 Demonstrate and respond to: the beat, division
of the beat, meter (2/4, 3/4, 4/4), and rhythmic
notation, including half, quarter, eighth, and
sixteenth notes and rests
2.2 Use a system (syllables, numbers, or letters) to
read and sing at sight simple pitch notation in the
treble clef
2.3 Identify symbols and traditional terms referring
to dynamics, tempo, and articulation and interpret
them correctly when performing
2.4 Use standard symbols to notate meter, rhythm,
pitch, and dynamics
in simple patterns performed by the teacher
s” in the same style to given rhythmic and melodic
pose simple rhythmic and melodic ostinato
pose simple rhythmic variations and simple melodic
miliar melodies
pose short vocal and instrumental melodies, using a
es, including traditional sounds, nontraditional sounds available in the
s (such as clapping), and sounds produced by electronic means
short songs and instrumental pieces within teacher- specified guidelines
Playing Instrument
3.1 Play independently with accurate intonation,
steady tempo, rhythmic accuracy, appropriate
technique, and correct posture
3.2 Play expressively with appropriate dynamics,
phrasing and articulation, and interpretation
3.3 Play from memory and written notation a varied
repertoire representing genres and styles from
diverse cultures and historical periods
3.4 Echo and perform easy rhythmic, melodic, and
chordal patterns accurately and independently on
rhythmic, melodic, and harmonic classroom
instruments
3.5 Perform in groups, blending instrumental
timbres, matching dynamic levels, and responding
to the cues of a conductor
3.6 Perform independent instrumental parts while
other students sing or play contrasting parts
nd respond to basic elements of music, including beat, tempo, rhythm, meter, pitch,
ics, harmony, and form
e aural examples of music of various styles, genres, cultural and historical periods,
ualities, instrumentation, and cultural and/or geographic context
minology in describing music, music notation, music instruments and voices, and

of a variety of instruments, including many orchestra and band instruments, and

us cultures, as well as children’s voices and male and female adult voices
rposeful movement to selected prominent music characteristics or to specific music
ng or listening to music
strate audience skills of listening attentively and responding appropriately in
d performance settings
 CREATING

PHASE 1 (ELC & Kindergarten)

• Imitate sounds in the world around them
such as rain, thunder, horses hooves,
sirens, etc. through the use of instruments,
voice and body percussion.
• Use materials found easily in Tanzania to
create musical instruments that can be
used in performance.

• Participate in assembly performances,

both as a class and individually.
• Use body percussion to keep rhythm
(Orff).
• Use untuned percussion to demonstrate
macro and micro beats and simple
rhythms.
• Participate in designing and performing in
the classroom, designing creative
accompaniment and making use of
instruments in the class.
• Use sound in stories, using examples such
as Peter and the Wolf or other similar
stories.
• Keep a notebook for reflection on music
listened to and reflection
 PHASE 2 (Grade 1 & Grade 2)
• Through the use of song, instrument,
soundscape, rap, computer or dance,
express a mood or feeling.
• Improvises simple melodic patterns on
pitched percussion or keyboard.
• Explores creating music notation using
computer software.

• Use voices, bodies, instruments and

found the object as a vehicle of self
expression.
• Creates and notates a 4 beat rhythm and
plays it
• Play beginner drum rudiment
combinations and create own combinations
• Play advanced beginner drum rudiment
combinations and create own
combinations and notate own
combinations.
• Independent creation of musical
sequence incorporating music theory
expectations by grade level
• Guided exploration of creating musical
sequence incorporating music theory
expectations
 PHASE 3 (Grade 3)
• Perform and/or create music for a variety
of purposes and audiences throughout the
school year
• Perform and/or create music to convey a
message relating to a Unit of Inquiry, the
attributes of the learner profile or to the
student attitudes.

• Participate in assembly performances,

both as a class and individually.
• Use body percussion to keep rhythm
(Orff).
• Use untuned percussion to demonstrate
macro and micro beats and simple
rhythms.
• Participate in designing and performing in
the classroom, designing creative
accompaniment and making use of
instruments in the class.
• Make choices about sound and organize
them in a way that uses basic indications of
expression (tempo, mood, dynamics,
texture and timbre).
• Make an imaginative representation of a
piece of music.
• Demonstrate respect for the
contributions of others
 PHASE 4 (Grade 4 & Grade 5)
• Identify and explore innovation in music
both locally and globally and present to the
class, focusing on the implications of this
invention (e.g. Garage Band, move from
traditional to electronic music, etc.).

• Create a graphic score and perform it

showing ability to handle musical elements
such as timbre, tempo, rhythm and pitch
• Create non-traditional form of notation to
be taught to younger students, explaining
basic elements of music.
• Composition that demonstrates a variety
of musical forms.
• Display maturity and open-mindedness
when composing with others
• Uses the design cycle of the PYP to
investigate, plan, create and evaluate their
music composition, recognizing the cyclical
nature of this model, and the connection
between each stage.
• Use world issues, issues arising during
class discussion around units of inquiry
and/or the learner profile and/or attitudes
to inspire music
• PYP Exhibition.