Kindergarten StandardsComparison of old standards with new standards:

Same: Similar: Added: Taken out: Play, alone and with others, a

variety of classroom instruments with proper technique,

Instead of “Identify same and different,” Identify same and different (e.g. fast/slow, loud/soft, high/low and long/short).

Instead of “Sing songs representing their cultures, “Sing, listen and move to music from various historical periods,” “Sing, alone and with others, a varied repertoire of songs maintaining a steady beat,” and “Use the head voice to produce a light, clear sound,”: Sing (using head voice and appropriate posture) and move to music of various and contrasting styles, composers, and cultures.

Instead of “Identify, listen, and respond to music of different composers”:Listen to music of various styles, composers, periods, and cultures.

Instead of “Sing, alone and with others, a varied repertoire of songs maintaining a steady beat”:Demonstrate steady beat and maintain it while performing.

Instead of “Demonstrate contrasting elements of music (e.g., dynamics: loud/soft; rhythm: fast/slow; melody: high/low),:Demonstrate same and different (i.e. loud/soft, fast/slow,

Explore steady beat and rhythm.

Explore connections between sound and its visual representation.

Create a wide variety of vocal and instrumental sounds.

Explore a variety of classroom instruments (e.g. metals, skins, and woods.)

Share ideas about musical selections of various and contrasting styles, composers and musical periods.

Create a visual representation of sound.

Describe the difference between steady beat and rhythm.

Respond to sound with a drawing of how the sound makes them feel.

Offer opinions about their own musical experiences and responses to music.

Improvise movement to songs and recorded music.

Use icons to represent the beat.

Participate in developmentally appropriate music activities.

Identify, discuss and respond to music written for specific purposes (e.g., holiday, march, lullaby).

Use music and/or found sounds together with dance, drama and visual art.

high/low.) Instead of “Listen and respond to

various music styles (e.g. march, lullaby):Listen to and explore the music of various styles, composers, periods, and cultures.

Instead of “Identify the sources of a wide variety of sounds”:“Explore and identify a wide variety of sounds, including the human voice”

Instead of “Identify when an individual is performing”:“Discuss individual and group music performance” and “Attend live music performances and identify whether an individual or group is performing.”

Instead of “Attend live music performances and demonstrate audience behavior appropriate for the context and style of music performed”: “Attend live music performances” and “Demonstrate audience behavior appropriate for the context and style of music performed.”

Instead of “Observe connections between music experiences and another curricular subject (e.g., English language arts)”:Identify and connect a concept shared between music and another curricular subject.

Instead of “Identify a musician”:Identify a musician and his or her roles (e.g. composer, conductor, and performer) and “Identify and

discuss various uses of music in the United States and the various meanings of the term, ‘musician.’”

Instead of “Recognize how sounds and music are used in daily lives,” Describe how sounds and music are used in daily lives.