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GRADES K-8SCOPE AND SEQUENCEELEMENTS | SKILLS
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ELEMENTS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
EXPRESSIONDYNAMICS
• Loud/soft • Loud (forte)/soft (piano) • Dynamics and dynamic markings, including pianissimo (pp), piano (p), forte (f), fortissimo (ff)
• Dynamics and dynamic markings, including pianissimo (pp), piano (p), forte (f), fortissimo (ff)
• Dynamics and dynamic markings, including pianissimo (pp), piano (p), forte (f), fortissimo (ff)
• Getting louder/getting softer • Getting louder/getting softer • Dynamics and dynamic markings, including crescendo/decrescendo
• Dynamics and dynamic markings, including crescendo/decrescendo
• Dynamics and dynamic markings, including crescendo/decrescendo, sudden changes (subito, p, f)
• Dynamic contrasts • Dynamic contrasts
• Dynamics as an expressive choice • Dynamics as an expressive choice
• Appropriateness of dynamic choices
TEMPO
• Fast/slow • Fast (allegro)/slow (largo) • Tempos and tempo markings, including allegro, adagio
• Tempos and tempo markings, including presto, moderato, largo
• Tempos and tempo markings, including presto, andante, largo
• Getting faster/getting slower • Getting faster/getting slower • Getting faster/getting slower • Tempos and tempo markings, including accelerando, ritardando
• Tempos and tempo markings, including accelerando, ritardando
• Appropriateness of tempo and tempo as an expressive choice
• Appropriateness of tempo and tempo as an expressive choice
ARTICULATION
• Smooth and connected • Smooth and connected • Smooth and connected (legato) • Articulations and articulation markings, including legato
• Articulations and articulation markings, including legato, slurs
• Short and detached • Short and detached • Short and detached (staccato) • Articulations and articulation markings, including staccato, accents
• Articulations and articulation markings, including staccato, accents
• Articulation as an expressive choice
• Phrasing
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ELEMENTS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
EXPRESSION
DYNAMICS
• Dynamics and dynamic markings, including pianissimo (pp), piano (p), forte (f), fortissimo (ff)
• Dynamics and dynamic markings, including pianissimo (pp), piano (p), forte (f), fortissimo (ff)
• Dynamics and dynamic markings, including pianissimo (pp), piano (p), forte (f), fortissimo (ff)
• Dynamics and dynamic markings, including pianissimo (pp), piano (p), forte (f), fortissimo (ff)
• Dynamics and dynamic markings, including crescendo/decrescendo, sudden changes (subito, p, f)
• Dynamics and dynamic markings, including crescendo/decrescendo, sudden changes (subito, p, f)
• Dynamics and dynamic markings, including crescendo/decrescendo, sudden changes (subito, p, f)
• Dynamics and dynamic markings, including crescendo/decrescendo, sudden changes (subito, p, f)
• Dynamic contrasts • Dynamic contrasts • Dynamic contrasts • Dynamic contrasts
• Dynamics as an expressive choice • Dynamics as an expressive choice • Dynamics as an expressive choice • Dynamics as an expressive choice
• Appropriateness of dynamic choices • Appropriateness of dynamic choices • Appropriateness of dynamic choices • Appropriateness of dynamic choices
• Balancing dynamics • Balancing dynamics • Balancing dynamics
TEMPO
• Tempos and tempo markings, including allegretto, lento
• Tempos and tempo markings, including allegro, moderato, largo, adagio
• Tempos and tempo markings, including allegro, moderato, largo, adagio
• Tempos and tempo markings, including allegro, moderato, largo, adagio
• Tempos and tempo markings, including accelerando, ritardando
• Tempos and tempo markings, including rubato, accelerando, ritardando, fermata (fermata symbol)
• Tempos and tempo markings, including rubato, accelerando, ritardando, fermata (fermata symbol)
• Tempos and tempo markings, including rubato, accelerando, ritardando, fermata (fermata symbol)
• Appropriateness of tempo and tempo as an expressive choice
• Appropriateness of tempo and tempo as an expressive choice
• Appropriateness of tempo and tempo as an expressive choice
• Appropriateness of tempo and tempo as an expressive choice
ARTICULATION
• Articulations and articulation markings, including legato, slurs
• Articulations and articulation markings, including legato, slurs
• Articulations and articulation markings, including legato, slurs
• Articulations and articulation markings, including legato, slurs
• Articulations and articulation markings, including staccato, accents
• Articulations and articulation markings, including staccato, accents
• Articulations and articulation markings, including staccato, accents
• Articulations and articulation markings, including staccato, accents
• Articulation as an expressive choice • Articulation as an expressive choice • Articulation as an expressive choice • Articulation as an expressive choice
• Phrasing • Phrasing • Phrasing • Phrasing
• Vocal/instrumental methods • Vocal/instrumental methods • Vocal/instrumental methods
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ELEMENTS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
EXPRESSION (continued)
MOOD
• Variety of moods • Variety of moods • Variety of moods • Variety of moods • Variety of moods
RHYTHMBEAT
• Steady beat • Steady beat • Steady beat • Steady beat • Steady beat
• Steady beat/no beat • Steady beat/no beat • Steady beat/no beat
• Beat/silent beat (rest) • Beat/silent beat (rest) • Beat/silent beat (rest)
• Beat/rhythm • Beat/rhythm • Beat/rhythm • Beat/rhythm • Beat/rhythm
• Beat/offbeat • Beat/offbeat • Beat/offbeat
• Upbeat • Upbeat
DURATION
• Long/longer and short/shorter sounds • Long/longer and short/shorter sounds • Long/longer and short/shorter sounds
• One sound per beat (quarter note) • One sound per beat (quarter note) • One sound per beat (quarter note) • Quarter note, two beamed eighth notes, quarter rest, four beamed sixteenth notes, half note, whole rest, eighth-quarter-eighth, whole note, dotted half note
• Quarter note, two beamed eighth notes, quarter rest, four beamed sixteenth notes, half note, whole rest, eighth-quarter-eighth, whole note, dotted half note, eighth-two sixteenths beamed, two sixteenths- eighth beamed, dotted-quarter- eighth, eighth-dotted-quarter, dotted half note
• Two sounds per beat (two beamed eighth notes)
• Two sounds per beat (two beamed eighth notes)
• Two sounds per beat (two beamed eighth notes)
• No sound on a beat (quarter rest) • No sound on a beat (quarter rest)
• Four sounds on a beat (four beamed sixteenth notes)
• Half note
• Tie • Tie • Tie
METER
• Strong beat/weak beat • Strong beat/weak beat • Strong beat/weak beat
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ELEMENTS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
EXPRESSION (continued)
MOOD
• Variety of moods • Variety of moods • Variety of moods • Variety of moods
RHYTHMBEAT
• Steady beat • Steady beat • Steady beat • Steady beat
• Beat/rhythm • Beat/rhythm • Beat/rhythm • Beat/rhythm
• Beat/offbeat • Beat/offbeat/backbeat • Beat/offbeat/backbeat • Beat/offbeat/backbeat
• Upbeat, pickup, anacrucis • Anacrucis • Anacrucis • Anacrucis
DURATION
• Four beamed sixteenth notes, half note, whole rest, eighth-quarter-eighth, whole note, eighth- two sixteenths beamed, two sixteenths-eighth beamed, dotted half note, dotted quarter note, dotted-quarter-eighth, dotted-eighth-sixteenth beamed, sixteenth-dotted-eighth beamed, three eighth notes beamed
• Four beamed sixteenth notes, eighth-quarter- eighth, whole note, half note, dotted half note, eighth-two sixteenths beamed, two sixteenths- eighth beamed, dotted-eighth-sixteenth beamed, sixteenth-dotted-eighth beamed, three eighth notes beamed, eighth-note triplet beamed, sixteenth-eighth-sixteenth beamed, dotted-quarter-eighth, eighth-dotted-quarter
• Four beamed sixteenth notes, eighth-quarter- eighth, whole note, half note, dotted half note, eighth-two sixteenths beamed, two sixteenths- eighth beamed, dotted-eighth-sixteenth beamed, sixteenth-dotted-eighth beamed, three eighth notes beamed, eighth-note triplet beamed, sixteenth-eighth-sixteenth beamed, dotted-quarter-eighth, eighth-dotted-quarter
• Four beamed sixteenth notes, eighth-quarter- eighth, whole note, half note, dotted half note, eighth-two sixteenths beamed, two sixteenths- eighth beamed, dotted-eighth-sixteenth beamed, sixteenth-dotted-eighth beamed, three eighth notes beamed, eighth-note triplet beamed, sixteenth-eighth-sixteenth beamed, dotted-quarter-eighth, eighth-dotted-quarter
• Tie • Tie • Tie • Beat/offbeat/backbeat
• Augmentation/diminution • Augmentation/diminution • Augmentation/diminution • Augmentation/diminution
METER
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ELEMENTS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
RHYTHM (continued)
METER (continued)
• Meter in 2, meter in 3 • Meter in 2 (2/4), meter in 3 (3/4) • 2/4, 3/4, 4/4 meters • 2/4, 3/4, 4/4 meters
• Compound meter (6/8)
PATTERN
• Sound/silence • Sound/silence
• Same/different • Same/different
• Combinations, including: quarter note, two eighth notes beamed, quarter rest
• Combinations, including: quarter note, two eighth notes beamed, quarter rest
• Combinations, including: quarter note, two eighth notes beamed, quarter rest, half note, half rest, four sixteenth notes beamed
• Combinations, including: quarter note, two eighth notes beamed, quarter rest, half note, half rest, whole note, four sixteenth notes beamed, eighth-quarter-eighth
• Combinations, including dotted- quarter-eighth, two sixteenths- eighth beamed, eighth-two- sixteenths beamed, eighth-dotted -quarter
• Even and uneven rhythmic patterns (dotted rhythms)
• Even and uneven rhythmic patterns (dotted rhythms)
• Repeated patterns • Repeated patterns (ostinato) • Ostinato • Ostinato • Ostinato, layered patterns
• Syncopation/No syncopation
• Swing eighths
FORMPHRASE FORM
• Same/different phrases
• Echo (imitation)
• Same/different phrases
• Repetition/contrast
• Echo (imitation)
• Same/different phrases
• Repetition/contrast
• Same/different phrases
• Repetition/contrast • Repetition/contrast
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ELEMENTS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
RHYTHM (continued)
• 2/4, 3/4, 4/4, 2/2 meters • 2/4, 3/4, 4/4, 2/2 meters • 2/4, 3/4, 4/4, 2/2 meters • 2/4, 3/4, 4/4, 2/2 meters
• Compound meter (6/8) • Compound meters (including 6/8, 3/8) • Compound meters (including 6/8, 3/8) • Compound meters (including 6/8, 3/8)
• Mixed meter • Mixed meter, changing meter • Mixed meter, changing meter • Mixed meter, changing meter
• Irregular meter (meter in 5) • Irregular meter (meter in 5) • Irregular meter (meter in 5
PATTERN (continued)
• Combinations in simple meter, including eighth- note triplets, dotted-eighth-sixteenth
• Combinations in compound meter, including eighth-quarter, dotted-quarter, quarter-eighth, three eighths beamed
• Combinations in simple meter, including eighth- note triplets, dotted-eighth-sixteenth
• Combinations in compound meter, including eighth-quarter, dotted-quarter, quarter-eighth, three eighths beamed
• Combinations of 2 and 3 in mixed meter, including two eighths beamed
• Combinations in simple meter, including eighth- note triplets, dotted-eighth-sixteenth
• Combinations in compound meter, including eighth-quarter, dotted-quarter, quarter-eighth, three eighths beamed
• Combinations of 2 and 3 in mixed meter, including two eighths beamed
• Combinations in simple meter, including eighth- note triplets, dotted-eighth-sixteenth
• Combinations in compound meter, including eighth-quarter, dotted-quarter, quarter-eighth, three eighths beamed
• Combinations of 2 and 3 in mixed meter, including two eighths beamed
• Even and uneven rhythmic patterns (dotted rhythms)
• Even and uneven rhythmic patterns (dotted rhythms)
• Even and uneven rhythmic patterns (dotted rhythms)
• Even and uneven rhythmic patterns (dotted rhythms)
• Ostinato, layered patterns • Ostinato, layered patterns • Ostinato, layered patterns • Ostinato, layered patterns
• Syncopation/No syncopation
• Swing eighths
• Syncopation/No syncopation
• Swing eighths
• Rock rhythms
• Syncopation/No syncopation
• Swing eighths
• Rock rhythms
• Syncopation/No syncopation
• Swing eighths
• Rock rhythms
• Motive • Motive • Motive • Motive
FORMPHRASE FORM
• Repetition/contrast • Repetition/contrast • Repetition/contrast • Repetition/contrast
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ELEMENTS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
FORM (continued)
PHRASE FORM (continued)
• Call and response • Call and response • Call and response
• Solo/chorus
• Call and response
• Solo/chorus
• Call and response
• Solo/chorus
• Introduction • Introduction and coda • Introduction and coda • Introduction, interlude, and coda • Introduction, interlude, and coda
• Question/answer phrase
• Long and short phrases
• Question/answer phrase
• Long and short phrases
• Question/answer phrase
• Long and short phrases
• Question/answer phrase
• Phrase forms, including ab • Phrase forms, including ab, aba, aaba, aabb
• Phrase forms, including ab, aba, aaba, aabb, abca
• Phrase forms, including ab, abc, aaba, aabb, aabc, abab, abac, abcc, abcb
• Motive
SECTION FORM
• Same/different sections • Same/different sections • Same/different sections • Same/different sections
• Introduction and coda • Introduction and coda • Introduction, interlude, and coda • Introduction, interlude, and coda
• Section forms, including AB (binary), ABA
• Verse/refrain (AB)
• Section forms, including AB, ABA, AABA
• Verse/refrain (AB)
• Section forms, including AB, ABA, AABA, ABACA (rondo)
• Verse/refrain (AB)
• Section forms, including AB, ABA, AABA, ABACA (rondo)
• D.C. al fine (ABA)
• First and second endings
• D.C. al fine (ABA)
• First and second endings
• Movement
• Theme/variations
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ELEMENTS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
FORM (continued)
PHRASE FORM (continued)
• Call and response
• Solo/chorus
• Call and response
• Solo/chorus
• Call and response
• Solo/chorus
• Call and response
• Solo/chorus
• Introduction, interlude, and coda • Introduction, interlude, and coda • Introduction, interlude, and coda • Introduction, interlude, and coda
• Question/answer phrase
• Phrase forms, including ab, aba, aaba, abac • Phrase forms, including ab, abc, aaba, abab, aabaa
• Phrase forms, including ab, abc, aaba, abab, aabaa
• Phrase forms, including ab, abc, aaba, abab, aabaa
• Motive • Motive • Motive • Motive
• 12-bar blues • 12-bar blues • 12-bar blues
• Canons and rounds
• Fugue
• Canons and rounds
• Fugue
• Canons and rounds
• Fugue
SECTION FORM
• Introduction, interlude, and coda • Introduction, interlude, and coda • Introduction, interlude, and coda • Introduction, interlude, and coda
• Verse/refrain (AB)
• Section forms, including AB, ABA, AABA, ABACA (rondo)
• Verse/refrain (AB)
• Section forms, including AB, ABA, AAB, ABAB, ABB
• Verse/refrain (AB)
• Section forms, including AB, ABA AAB, ABAB, ABB
• Verse/refrain (AB)
• Section forms, including AB, ABA AAB, ABAB, ABB
• D.C. al fine (ABA)
• First and second endings
• D.C. al fine (ABA)
• First and second endings
• D.S. al fine
• D.C. al fine (ABA)
• First and second endings
• D.S. al fine
• D.C. al fine (ABA)
• First and second endings
• D.S. al fine
• Movement • Movement • Movement • Movement
• Theme/variations • Theme/variations • Theme/variations • Theme/variations
• March • March • March • March
• Fugue • Fugue • Fugue
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ELEMENTS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
FORM (continued)
COMPOSITE FORM
• Symphony • Symphony, concerto, march, overture, musical theater
MELODYPITCH & DIRECTION
• High/low • High/low
• Higher/lower • Higher/lower • Higher/lower
• Upward/downward
• Low to high/high to low
• Upward/downward
• Low to high/high to low
• Upward/downward
• Melodic direction • Melodic direction • Melodic contour
• Melodic sequence • Melodic sequence
• Steps, skips, and repeated pitches • Steps, leaps, and repeated pitches • Steps, skips, and repeated pitches
• Intervals: unison, octave
• Steps, skips, and repeated pitches
• Intervals: unison, octave, third
• Pitch letter names • Pitch letter names
• Accidentals
TONALITY
• Tonal center
• do-pentatonic
• la-pentatonic
• Tonal center
• do-pentatonic
• la-pentatonic
• so-pentatonic
• Tonal center
• Key signature
• Major/minor • Major/minor
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ELEMENTS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
FORM (continued)
COMPOSITE FORM
• Symphony, opera, overture, suite, piano prelude, musical theater, ballet
• Symphony, concerto, ballet, opera, musical theater
• Symphony, concerto, ballet, opera, musical theater
• Symphony, concerto, ballet, opera, musical theater
MELODYPITCH & DIRECTION
• Melodic contour • Melodic contour • Melodic contour • Melodic contour
• Melodic sequence • Melodic sequence • Melodic sequence • Melodic sequence
• Whole and half steps
• Intervals: unison, second, third, fourth, fifth, sixth, seventh, octave
• Whole and half steps
• Intervals: unison, second, third, fourth, fifth, sixth, seventh, octave
• Whole and half steps
• Intervals: unison, second, third, fourth, fifth, sixth, seventh, octave
• Whole and half steps
• Intervals: unison, second, third, fourth, fifth, sixth, seventh, octave
• Pitch letter names • Pitch letter names • Pitch letter names • Pitch letter names
• Accidentals • Accidentals • Accidentals • Accidentals
• Blues notes • Blues notes • Blues notes
• Manipulation of pitches as compositional devices: sequence, repetition, contrast; melodic ideas and development; theme, motive, melodic ostinato
• Manipulation of pitches as compositional devices: sequence, repetition, contrast; melodic ideas and development; theme, motive, melodic ostinato
• Manipulation of pitches as compositional devices: sequence, repetition, contrast; melodic ideas and development; theme, motive, melodic ostinato
TONALITY
• Tonal center
• Key signature
• Tonal center
• Key signature
• Tonal center
• Key signature
• Tonal center
• Key signature
• Major/minor • Major/minor • Major/minor • Major/minor
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ELEMENTS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
MELODY (continued)
TONALITY (continued)
• Whole and half steps
• Scales: pentatonic, major, minor
• Changes of key (modulation)
PATTERN
• Same/different • Same/different • Same/different
• Pentatonic pitch patterns, including so mi | la | so mi la | do | so mi la do
• Pentatonic pitch patterns, including so mi | so mi la | do | so mi la do | mi re do | re | la so mi re do
• Pentatonic pitch patterns, including mi re do | so mi re do | la so mi re do | low-so low-la do re mi so la high-do
• Diatonic pitch patterns, including la so mi re do | low-la | low-so | high-do | so high-do | high-fa | low- so low-la do re mi fa so la high-do | ti
• Motive
• Melodic ostinato • Melodic ostinato
• Melodic sequence
TIMBREENVIRONMENTAL
• Nature sounds
• Found sounds
• Machine sounds
• Nature sounds
• Found sounds
• Nature sounds
• Found sounds
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ELEMENTS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
MELODY (continued)
TONALITY (continued)
• Whole and half steps
• Scales: pentatonic, major, natural minor, harmonic minor
• Whole and half steps
• Scales: pentatonic, major, natural minor, harmonic minor, blues
• Whole and half steps
• Scales: pentatonic, major, natural minor, harmonic minor, blues
• Whole and half steps
• Scales: pentatonic, major, natural minor, harmonic minor, blues
• Modes: dorian • Modes: dorian • Modes: dorian
• Changes of key (modulation) • Changes of key (modulation) • Changes of key (modulation) • Changes of key (modulation)
PATTERN
• Diatonic pitch patterns, including la so mi re do | low-la | low-so | high-do | so high-do | high-fa | low-so low-la do re mi fa so la high-do | ti
• Diatonic pitch patterns, including do re mi fa so | low-so low-la do re mi fa so la ti high-do
• Diatonic pitch patterns, including do re mi fa so | low-so low-la do re mi fa so la ti high-do
• Diatonic pitch patterns, including do re mi fa so | low-so low-la do re mi fa so la ti high-do
• Motive • Motive/motive manipulation • Motive/motive manipulation • Motive/motive manipulation
• Melodic ostinato • Melodic ostinato • Melodic ostinato • Melodic ostinato
• Melodic sequence • Melodic sequence • Melodic sequence • Melodic sequence
• Melodic repetition • Melodic repetition • Melodic repetition
• Pitches in compositional devices: sequence, repetition, transposition
• Pitches in compositional devices: sequence, repetition, transposition
• Pitches in compositional devices: sequence, repetition, transposition
TIMBREENVIRONMENTAL
• Found sounds • Found sounds • Found sounds
• Sound quality determined by the sound source
• Sound quality affected by the material, shape, and size of the source
• Sound quality affected by the way the sound is produced
• Sound quality affected by the material, shape, and size of the source
• Sound quality affected by the way the sound is produced
• Sound quality affected by the material, shape, and size of the source
• Sound quality affected by the way the sound is produced
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ELEMENTS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
TIMBRE (continued)
VOCAL
• Individual: sing, speak, inner, whisper, calling
• Individual: sing, speak, inner, whisper, calling
• Various tone qualities produced by individuals and groups: adult and child singing voices
• Various tone qualities produced by individuals and groups: adult male/ female and child singing voices
• Various tone qualities produced by individuals and groups: adult male/ female and child singing voices
• Various tone qualities produced by individuals and groups: adult male/ female and child singing voices
• Various qualities produced by individuals and groups: adult male/ female (soprano, alto, tenor, bass) and child singing voices
• Unison versus ensemble singing • Group: large and small ensembles • Group: large and small ensembles
• A cappella singing
• Variety of vocal timbres representing diverse cultures, genres, and styles
INSTRUMENTAL
• Body percussion • Body percussion
• Classroom percussion • Classroom percussion
• Various tone qualities/timbres produced by individual instruments and groups of instruments
• Various tone qualities/timbres produced by individual instruments and groups of instruments
• Various tone qualities/timbres produced by individual instruments and groups of instruments
• Various tone qualities/timbres produced by individual instruments and groups of instruments
• Various tone qualities/timbres produced by individual instruments and groups of instruments
• Group: large and small ensembles • Group: large and small ensembles • Group: large and small ensembles • Group: large and small ensembles • Group: large and small ensembles including orchestra, concert band, mariachi
• Timbre of instrument families • Timbre of instrument families (strings, woodwind, brass, percussion)
• Instrument families: strings, woodwind, brass, percussion
• Instrument families: strings, percussion, woodwinds, brass, keyboards
• Instrument families: strings, percussion, woodwinds, brass, keyboards
• Instruments from diverse cultures • Instruments from diverse cultures • Instruments from diverse cultures
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ELEMENTS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
TIMBRE (continued)
VOCAL
• Various tone qualities produced by individuals and groups: adult male/female (soprano, alto, tenor, bass) and child singing voices
• Various tone qualities produced by individuals and groups: adult male/female (soprano, alto, tenor, bass) and child singing voices
• Various tone qualities produced by individuals and groups: adult male/female (soprano, alto, tenor, bass) and child singing voices
• Various tone qualities produced by individuals and groups: adult male/female (soprano, alto, tenor, bass) and child singing voices
• Group: large and small ensembles • Group: large and small ensembles • Group: large and small ensembles • Group: large and small ensembles
• Vocal blending • Vocal blending • Vocal blending
• A cappella singing • A cappella singing • A cappella singing • A cappella singing
• Vocal production • Vocal production • Vocal production • Vocal production
• Variety of vocal timbres representing diverse cultures, genres, and styles
• Variety of vocal styles, including concert, musical theater, and popular singers
• Variety of vocal styles, including concert, musical theater, and popular singers
• Variety of vocal styles, including concert, musical theater, and popular singers
• Vocal production and style of diverse cultures • Vocal production and style of diverse cultures • Vocal production and style of diverse cultures
INSTRUMENTAL
• Various tone qualities/timbres produced by individual instruments and groups of instruments
• Various tone qualities/timbres produced by individual instruments and groups of instruments
• Various tone qualities/timbres produced by individual instruments and groups of instruments
• Various tone qualities/timbres produced by individual instruments and groups of instruments
• Group: large and small ensembles, including orchestra, concert band, chamber groups
• Group: large and small ensembles, including orchestra, concert band, string quarte
• Group: large and small ensembles, including orchestra, concert band, string quartet
• Group: large and small ensembles, including orchestra, concert band, string quartet
• Instrument families: strings, percussion, woodwinds, brass, keyboards
• Instrument families: strings, percussion, woodwinds, brass, keyboards
• Instrument families: strings, percussion, woodwinds, brass, keyboards
• Instrument families: strings, percussion, woodwinds, brass, keyboards
• Instruments from diverse cultures • Instruments from diverse cultures • Instruments from diverse cultures • Instruments from diverse cultures
• Folk instruments
• Instrument making: student-made instruments
• Folk instruments
• Instrument making: student-made instruments
• Folk instruments
• Instrument making: student-made instruments
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ELEMENTS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
TIMBRE (continued)
ELECTRONIC
• Synthesized sounds • Synthesized sounds • Synthesized sounds • Synthesized sounds • Synthesized sounds
• Electronic instruments
TEXTURE & HARMONYTEXTURE
• Accompaniment/no accompaniment • Accompaniment/no accompaniment
• Layers of sound • Layers of sound • Layers of sound • Layers of sound • Layers of sound
• Thick/thin • Thick/thin • Thick/thin • Thick/thin • Thick/thin
• Ostinato • Ostinato • Ostinato • Ostinato
• Bordun • Bordun • Bordun
• Countermelodies and descants • Countermelodies
• Partner songs
• Rounds and canons
• Monophonic, homophonic, polyphonic textures
HARMONY
• Harmony/no harmony • Harmony/no harmony
• Unison/chordal harmony • Unison/chordal harmony
• Major/minor • Major/minor
• Chord changes and progressions, including I–V7, I–IV, I–IV–V7
• 2-part singing • 2-part singing
• Harmony in thirds and sixths
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ELEMENTS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
TIMBRE (continued)
ELECTRONIC
• Synthesized sounds
• Electronic instruments • Electronic instruments (including electric guitar) • Electronic instruments (including electric guitar) • Electronic instruments (including electric guitar)
TEXTURE & HARMONYTEXTURE
• Change in texture density • Change in texture density • Change in texture density • Change in texture density
• Ostinato • Ostinato • Ostinato • Ostinato
• Countermelodies and descants • Countermelodies • Countermelodies • Countermelodies
• Partner songs • Partner songs • Partner songs • Partner songs
• Rounds and canons • Rounds and canons • Rounds and canons • Rounds and canons
• Monophonic, homophonic, polyphonic textures • Monophonic, homophonic, polyphonic textures • Monophonic, homophonic, polyphonic textures • Monophonic, homophonic, polyphonic textures
HARMONY
• Major/minor • Major/minor triads • Major/minor triads • Major/minor triads
• Chord changes and progressions, including I–V7, I–IV, I–IV–I–V7, I–IV–V7
• Chord changes and progressions, including I–V7, I–IV, I–IV–I–V7, I–IV–V7
• Chord changes and progressions, including I–V7, I–IV, I–IV–I–V7, I–IV–V7
• Chord changes and progressions, including I–V7, I–IV, I–IV–I–V7, I–IV–V7
• 2-part singing • 2- and 3-part harmony • 2- and 3-part harmony • 2- and 3-part harmony
• Harmony in thirds and sixths • Harmony in thirds and sixths • Harmony in thirds and sixths • Harmony in thirds and sixths
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ELEMENTS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
TEXTURE & HARMONY (continued)
HARMONY (continued)
• Harmonic styles, including parallel and contrary motion, countermelodies
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ELEMENTS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
TEXTURE & HARMONY (continued)
HARMONY (continued)
• Harmonic styles, including parallel and contrary motion
• Harmonic styles, including parallel and contrary motion
• Harmonic styles, including parallel and contrary motion
• Building chords with scales or intervals • Building chords with scales or intervals • Building chords with scales or intervals
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SKILLS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
SINGINGVOCAL DEVELOPMENT
• Vocal range C4–A4; tessitura D4–A4 • Vocal range D4–D5; tessitura D4–B4 • Vocal range C4–D5; tessitura D4–B4 • Vocal range B3–E5; tessitura D4–D5 • Vocal range G3–F5; tessitura C4–D5
• Engage in vocal exploration using speaking, singing, calling, and whispering
• Engage in vocal exploration using high, middle, and low registers
• Engage in vocal exploration using speaking, singing, calling, and whispering
• Engage in vocal exploration using high, middle, and low registers
• Engage in vocal exploration blending chest and head voice throughout the vocal range to produce uniform tonal quality in each register
• Engage in vocal exploration and practice, blending chest and head voice throughout the vocal range to produce uniform tonal quality in each register
• Practice blending chest and head voice throughout the vocal range to produce uniform tonal quality in each register
• Explore producing head voice sounds and sustaining tones
• Develop head voice sounds in the upper register and sustain tones
• Practice producing head voice sounds in the upper register and sustaining tones
• Sing a variety of simple songs in various keys and meters, alone and with a group
• Sing a variety of simple songs in various keys and meters, alone and with a group
• Sing a variety of simple songs in various keys and meters, alone and with a group, responding to cues from a conductor
• Sing a variety of simple songs in various keys and meters, alone and with a group, responding to cues from a conductor
• Sing with sensitivity to blend in a group or choral ensemble, responding to cues from a conductor
• Practice good vocal health • Practice good vocal health • Practice good vocal health • Practice good vocal health • Practice good vocal health
• Practice good singing posture • Practice good singing posture • Practice good sitting and standing postures for singing
• Develop correct breathing techniques
• Develop deep breathing skills and breath control
• Build confidence in solo singing
INTONATION
• Develop inner hearing of rhythms, tones, patterns, and melodies
• Develop aural perception and inner hearing of different tones, patterns, rhythms, melodies, and/or sounds
• Develop aural perception and inner hearing skills
• Develop aural perception and inner hearing skills
• Develop aural perception and inner hearing skills
• Develop pitch matching skills • Develop pitch matching skills
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SKILLS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
SINGINGVOCAL DEVELOPMENT
• Vocal range A3–G5; tessitura C4–D5 • Average vocal range G3–G5; tessitura D4–D5 • Average vocal range G3–G5; tessitura D4–D5 • Average vocal range G3–G5; tessitura D4–D5
• Practice blending chest and head voice throughout the vocal range to produce uniform tonal quality in each register
• Sing with sensitivity to blend in a group or choral ensemble, responding to cues from a conductor
• Sing with sensitivity to blend in a choral ensemble, responding to cues from a conductor
• Sing with sensitivity to blend in a choral ensemble, responding to cues from a conductor
• Sing with sensitivity to blend in a choral ensemble, responding to cues from a conductor
• Practice good vocal health • Study and practice good vocal health • Study and practice good vocal health • Study and practice good vocal health
• Refine good sitting and standing postures for singing
• Refine good sitting and standing postures for singing
• Refine good sitting and standing postures for singing
• Refine good sitting and standing postures for singing
• Improve deep breathing skills and breath control • Review and refine deep breathing skills, breath control, and staggered breathing techniques for long notes or phrases
• Review and refine deep breathing skills, breath control, and staggered breathing techniques for long notes or phrases
• Review and refine deep breathing skills, breath control, and staggered breathing techniques for long notes or phrases
• Build confidence in solo singing • Build confidence in solo singing and individual part-singing
• Build confidence in solo singing and individual part-singing
• Build confidence in solo singing and individual part-singing
• Perform warm-up exercises and sing vocalises to prepare for singing
• Perform warm-up exercises and sing vocalises to prepare for singing
• Perform warm-up exercises and sing vocalises to prepare for singing
• Perform warm-up exercises and sing vocalises to prepare for singing
INTONATION
• Develop aural perception and inner hearing skills • Develop aural perception and inner hearing skills • Develop aural perception and inner hearing skills • Develop aural perception and inner hearing skills
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SKILLS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
SINGING (continued)
INTONATION (continued)
• Develop correct intonation singing do-pentatonic songs
• Develop correct intonation singing do-, la-, and so-pentatonic songs
• Develop correct intonation, singing extended pentatonic patterns and scales
• Develop aural perception of home tone or tonal center
• Develop aural perception of home tone or tonal center
• Identify and sing do-pentatonic intervals
EXPRESSION
• Sing songs using loud and soft dynamics
• Sing songs using loud and soft dynamics, including p and f
• Expand dynamics range, from p to f, maintaining appropriate vocal quality
• Expand dynamics range, from mp to mf, maintaining appropriate vocal quality
• Expand dynamics range, maintaining appropriate vocal quality
• Develop singing in complete phrases with energy and direction
• Develop articulation skills of singing with connected and separated notes (legato and staccato)
• Develop legato singing
• Practice singing complete phrases • Practice singing complete phrases
PART SINGING
• Sing melodic echoes and dialogue songs
• Sing melodic patterns in echo and call-and-response forms
• Sing simple drones, melodic ostinatos, and melodic patterns in echo and call-and-response forms
• Sing echo songs, melodic ostinatos, partner songs, rounds, countermelodies (descants), and easy 2-part canons
• Sing melodic ostinatos, partner songs, rounds, canons, countermelodies, and 2-part songs
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SKILLS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
SINGING (continued)
INTONATION (continued)
• Sing with correct intonation • Sing with correct intonation • Sing with correct intonation • Sing with correct intonation
• Develop aural perception of home tone or tonal center
• Develop aural perception of home tone or tonal center
• Develop aural perception of home tone or tonal center
• Develop aural perception of home tone or tonal center
• Identify and sing intervals in do-pentatonic and major scales
• Identify and sing accidentals in major and minor modes
• Identify and sing accidentals in major and minor modes
• Identify and sing accidentals in major and minor modes
• Sing major scales, arpeggios, and chords • Sing major scales, arpeggios, and chords • Sing major scales, arpeggios, and chords
• Sing minor scales and modes
• Perform vocalises to improve resonance and placement
• Sing minor scales and modes
• Perform vocalises to improve resonance and placement
• Sing minor scales and modes
• Perform vocalises to improve resonance and placement
EXPRESSION
• Develop techniques for incorporating crescendo and diminuendo into singing expressively while maintaining the appropriate tempo
• Expand dynamics range, incorporating crescendo and diminuendo into singing expressively while maintaining the appropriate tempo
• Practice singing tempo changes (ritardando, accelerando) following a conductor
• Expand dynamics range, incorporating crescendo and diminuendo into singing expressively while maintaining the appropriate tempo
• Practice singing tempo changes (ritardando, accelerando) following a conductor
• Expand dynamics range, incorporating crescendo and diminuendo into singing expressively while maintaining the appropriate tempo
• Practice singing tempo changes (ritardando, accelerando) following a conductor
• Practice legato singing; develop staccato singing using proper breath support
• Practice legato and staccato singing using proper breath support
• Practice legato and staccato singing using proper breath support
• Practice legato and staccato singing using proper breath support
• Sing songs using appropriate phrasing • Sing using appropriate phrasing
• Sing syncopated songs in popular style with good vocal technique
• Sing using appropriate phrasing
• Sing syncopated songs in popular style with good vocal technique
• Sing using appropriate phrasing
• Sing syncopated songs in popular style with good vocal technique
PART SINGING
• Sing melodic ostinatos, partner songs, rounds, canons, countermelodies, and 2-part songs
• Sing in parallel thirds
• Sing melodic ostinatos, partner songs, rounds, canons, countermelodies, and 2- and 3-part songs
• Sing in parallel thirds and sixths
• Sing melodic ostinatos, partner songs, rounds, canons, countermelodies, and 2- and 3-part songs
• Sing in parallel thirds and sixths
• Sing melodic ostinatos, partner songs, rounds, canons, countermelodies, and 2- and 3-part songs
• Sing in parallel thirds and sixths
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SKILLS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
SINGING (continued)
DICTION
• Develop good diction through modeling
• Develop good diction through modeling
• Develop good diction through modeling
• Sing on a neutral syllable (oo) to develop resonant singing
• Sing on a neutral syllable (oo) to develop resonant singing
• Sing on a neutral syllable (oo) to develop resonant singing
• Sing vocalises of pure vowels: a (ah), e (eh), i (ee), o (oh), and u (oo) to develop resonant singing
• Develop correct production of uniform vowel sounds and well- articulated consonants
• Develop correct production of uniform vowel sounds and well- articulated consonants
SONG REPERTOIRE
• Sing songs representing genres and styles from diverse cultures
• Sing songs representing genres and styles from diverse cultures
• Sing songs representing genres and styles from diverse cultures
• Sing songs representing genres and styles from diverse cultures
• Sing songs representing genres and styles from diverse cultures
• Memorize a repertoire of songs • Memorize a repertoire of songs • Memorize a repertoire of songs • Memorize a repertoire of songs • Memorize a repertoire of songs
PLAYINGPERCUSSION (MALLETS, NONPITCHED, DRUMMING)
• Use body percussion in different levels • Use body percussion in different levels
• Explore timbre possibilities using body percussion and nonpitched instruments
• Expand instrumental sound resources, playing each with appropriate technique
• Use instruments as “sound effects” for stories, poems, and dramatizations
• Develop awareness of timbre categories: woods, metals, shakers, scrapers, and so on
• Play a steady beat using bilateral motions
• Play a steady beat using bilateral and alternating motions
• Play a steady beat and strong beat using bilateral and alternating lateral motions
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SKILLS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
SINGING (continued)
DICTION
• Sing pure vowels: a (ah), e (eh), i (ee), o (oh), and u (oo) to develop resonant singing
• Sing vocalises of pure vowels: a (ah), e (eh), i (ee), o (oh), and u (oo) to develop resonant singing
• Sing vocalises of pure vowels: a (ah), e (eh), i (ee), o (oh), and u (oo) to develop resonant singing
• Sing vocalises of pure vowels: a (ah), e (eh), i (ee), o (oh), and u (oo) to develop resonant singing
• Develop correct production of uniform vowel sounds and well-articulated consonants
• Refine correct production of uniform vowel sounds
• Practice correct articulation of voiced and unvoiced consonants
• Refine correct production of uniform vowel sounds
• Practice correct articulation of voiced and unvoiced consonants
• Refine correct production of uniform vowel sounds
• Practice correct articulation of voiced and unvoiced consonants
• Develop techniques for singing sustained words correctly
• Develop techniques for singing sustained words correctly
• Develop techniques for singing sustained words correctly
SONG REPERTOIRE
• Sing music from diverse genres and cultures, with appropriate expression and tone quality
• Sing music from diverse genres and cultures, with appropriate expression and tone quality
• Sing music from diverse genres and cultures, with appropriate expression and tone quality
• Sing music from diverse genres and cultures, with appropriate expression and tone quality
• Memorize a repertoire of songs • Memorize a repertoire of songs • Memorize a repertoire of songs • Memorize a repertoire of songs
• Sing gospel, jazz, popular, and classical styles • Sing gospel, jazz, popular, and classical styles • Sing gospel, jazz, popular, and classical styles
PLAYINGPERCUSSION (MALLETS, NONPITCHED, DRUMMING)
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SKILLS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
PLAYING (continued)
PERCUSSION (MALLETS, NONPITCHED, DRUMMING) (continued)
• Explore correct playing techniques for pitched and nonpitched percussion
• Explore techniques for playing mallet instruments and nonpitched percussion
• Develop basic mallet techniques
• Explore “crossover” mallet technique for playing borduns and ostinatos
• Develop “crossover” mallet technique for playing borduns and ostinatos
• Refine mallet techniques
• Play and invent simple rhythmic patterns
• Play and invent rhythmic patterns on nonpitched percussion instruments, individually and in unison with others
• Play and invent rhythmic patterns on nonpitched percussion instruments, individually and in unison with others
• Play rhythmic patterns and ostinatos from notation
• Play rhythmic patterns on nonpitched percussion instruments, individually and in unison with others
• Play rhythmic patterns and ostinatos from notation
• Use body percussion and/or nonpitched percussion instruments to perform rhythm rounds, and create question/answer rhythmic phrases
• Play simple melodic patterns on mallet instruments
• Play and invent simple melodic patterns on mallet instruments, individually and in unison with others
• Play and invent melodic patterns on mallet instruments, individually and in unison with others
• Play melodic patterns on mallet instruments, individually and in unison with others
• Play melodies on mallet instruments by rote and by reading from notation
• Use melodic and rhythmic patterns as introductions, interludes, and/or codas for songs
• Repeat simple rhythmic and melodic patterns (ostinatos, melodic fragments) to accompany songs
• Play and invent rhythmic and melodic patterns both in isolation and to accompany songs, speech pieces, and movement
• Play combined patterns to accompany songs, speech pieces, and movement, including borduns, melodic ostinatos, and rhythmic ostinatos
• Include syncopation in rhythmic and melodic patterns
• Play elemental harmonies (simple bordun)
• Play elemental harmonies (simple bordun, moving bordun, crossover bordun)
• Play elemental harmonies (simple bordun, moving bordun, crossover bordun)
• Play accompaniments on mallet instruments involving two chords (I, IV or V)
• Incorporate expressive elements into playing
• Play mallet instrument ensembles
• Play classroom instruments from diverse cultures and styles
• Play classroom instruments from diverse cultures and styles
• Play classroom instruments from diverse cultures and styles
• Play classroom instruments from diverse cultures and styles
• Play classroom instruments from diverse cultures and styles
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SKILLS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
PLAYING (continued)
PERCUSSION (MALLETS, NONPITCHED, DRUMMING) (continued)
• Refine mallet techniques • Refine mallet techniques • Refine mallet techniques • Refine mallet techniques
• Use body percussion and/or nonpitched percussion instruments to perform rhythm rounds, and create question/answer rhythmic phrases
• Play melodies on mallet instruments by rote and by reading from notation
• Include offbeat and syncopated rhythms in rhythmic and melodic patterns
• Play accompaniments on mallet instruments involving the I–IV–V7 harmonic progression
• Play accompaniments on mallet instruments involving the I–IV–V7 harmonic progression
• Play accompaniments on mallet instruments involving the I–IV–V7 harmonic progression
• Play accompaniments on mallet instruments involving the I–IV–V7 harmonic progression
• Incorporate expressive elements into playing • Incorporate expressive elements into playing • Incorporate expressive elements into playing • Incorporate expressive elements into playing
• Play mallet instrument ensembles • Play mallet instrument ensembles • Play mallet instrument ensembles • Play mallet instrument ensembles
• Provide opportunities for individuals to play small pieces alone, demonstrating good technique and style
• Provide opportunities for individuals to play small pieces alone, demonstrating good technique and style
• Provide opportunities for individuals to play small pieces alone, demonstrating good technique and style
• Play as part of large and small percussion ensembles, using traditional and non-traditional instruments
• Play as part of large and small percussion ensembles, using traditional and non-traditional instruments
• Play as part of large and small percussion ensembles, using traditional and non-traditional instruments
• Play classroom instruments from diverse cultures and styles
• Play classroom instruments from diverse cultures and styles
• Play classroom instruments from diverse cultures and styles
• Play classroom instruments from diverse cultures and styles
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SKILLS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
PLAYING (continued)
PERCUSSION (MALLETS, NONPITCHED, DRUMMING) (continued)
• Develop ability to play culture- specific instruments and styles
• Develop simple instrumental pieces
GUITAR
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SKILLS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
PLAYING (continued)
PERCUSSION (MALLETS, NONPITCHED, DRUMMING) (continued)
• Develop ability to play culture- specific instruments and styles
• Develop and expand ability to play culture- specific instruments and styles
• Develop and expand ability to play culture- specific instruments and styles
• Develop and expand ability to play culture- specific instruments and styles
• Play basic rock rhythm patterns with popular songs
• Play basic rock rhythm patterns with popular songs
• Play basic rock rhythm patterns with popular songs
• Develop simple instrumental pieces • Develop more extended instrumental pieces. Include opportunities for rhythmic and/or melodic solos (composed or improvised)
• Create and arrange percussion ensembles
• Develop more extended instrumental pieces. Include opportunities for rhythmic and/or melodic solos (composed or improvised)
• Create and arrange percussion ensembles
• Develop more extended instrumental pieces. Include opportunities for rhythmic and/or melodic solos (composed or improvised)
• Create and arrange percussion ensembles
GUITAR
• Identify types of guitars (nylon-string classical, steel-string acoustic, electric)
• Review types of guitars (nylon-string classical, steel-string acoustic, electric)
• Review types of guitars (nylon-string classical, steel-string acoustic, electric)
• Review types of guitars (nylon-string classical, steel-string acoustic, electric)
• Identify parts of the guitar • Review parts of the guitar • Review parts of the guitar • Review parts of the guitar
• Tune the guitar from a piano or by using relative tuning
• Develop proper guitar playing posture • Reinforce proper guitar playing posture • Reinforce proper guitar playing posture • Reinforce proper guitar playing posture
• Learn to read basic guitar chord diagrams • Learn guitar chord fingerings • Learn guitar chord fingerings • Learn guitar chord fingerings
• Learn fundamental left-hand techniques (how to form chords)
• Continue left-hand chord techniques • Continue left-hand chord techniques • Continue left-hand chord techniques
• Learn techniques for smooth transitions between chords
• Review and reinforce techniques for smooth transitions between chords
• Review and reinforce techniques for smooth transitions between chords
• Review and reinforce techniques for smooth transitions between chords
• Learn right-hand techniques (strumming patterns, picking)
• Play common chord progressions
• Begin use of the capo
• Review and reinforce right-hand techniques (strumming patterns, picking)
• Play common chord progressions
• Use a capo
• Review and reinforce right-hand techniques (strumming patterns, picking)
• Play common chord progressions
• Use a capo
• Review and reinforce right-hand techniques (strumming patterns, picking)
• Play common chord progressions
• Use a capo
• Create simple accompaniments to songs, including short introductions, refrains, and ostinatos
• Create accompaniments to songs, including introductions, verses, refrains, and ostinatos
• Create accompaniments to songs, including introductions, verses, refrains, and ostinatos
• Create accompaniments to songs, including introductions, verses, refrains, and ostinatos
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SKILLS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
PLAYING (continued)
GUITAR (continued)
KEYBOARD
RECORDER
• Read notes B, A, G, E, D • Read new notes C’, D’, and F#
• Play with holes properly covered • Play with holes properly covered
• Use proper hand position with left hand on top
• Use proper hand position with left hand on top
• Play with the pads of slightly curved fingers
• Play with the pads of slightly curved fingers
• Display proper breathing techniques • Display proper breathing techniques
• Play one-, two-, and three-note tonal patterns, ostinatos, and countermelodies
• Play two-, three-, four-, and five-note tonal patterns, ostinatos, melodies, and countermelodies
• Blend sound with other recorder players
• Blend sound with other recorder players
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SKILLS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
PLAYING (continued)
GUITAR (continued)
• Learn about the electric guitar • Learn about the electric guitar • Learn about the electric guitar • Learn about the electric guitar
• Play music from a variety of genres
• Discuss and implement guidelines for improving practice time and self-assessment of skill progress
• Play music from a variety of genres • Play music from a variety of genres • Play music from a variety of genres
KEYBOARD
• Play a two-handed accompaniment
• Play broken chords
• Play I, IV, and V7 chords
• Play a two-handed accompaniment
• Play broken chords
• Play I, IV, and V7 chords
• Play a two-handed accompaniment
• Play broken chords
• Play I, IV, and V7 chords
• Play a two-handed accompaniment
• Play broken chords
• Play I, IV, and V7 chords
• Play closest position chords • Play chords with correct voice leading • Play chords with correct voice leading • Play chords with correct voice leading
• Determine and play different dynamic levels and tempos • Determine and play different dynamic levels and tempos • Determine and play different dynamic levels and tempos • Determine and play different dynamic levels and tempos
• Play and improvise on a blues progression • Play and improvise on a blues progression • Play and improvise on a blues progression
RECORDER
• Read new notes G#, C, F, and Bb
• Play with holes properly covered • Play with holes properly covered • Play with holes properly covered • Play with holes properly covered
• Use proper hand position with left hand on top • Use proper hand position • Use proper hand position • Use proper hand position
• Play with the pads of slightly curved fingers • Play with the pads of slightly curved fingers • Play with the pads of slightly curved fingers • Play with the pads of slightly curved fingers
• Improve playing and breathing techniques and hand dexterity
• Play with proper tone control and breathing techniques
• Play with proper tone control and breathing techniques
• Play with proper tone control and breathing techniques
• Play ostinatos, abbreviated melodies, melodies, and countermelodies
• Play ostinatos, abbreviated melodies, melodies, and countermelodies
• Play ostinatos, abbreviated melodies, melodies, and countermelodies
• Play ostinatos, abbreviated melodies, melodies, and countermelodies
• Blend sound with other performers • Blend sound with other performers • Blend sound with other performers • Blend sound with other performers
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SKILLS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
PLAYING (continued)
RECORDER (continued)
• Blend sound with singers and/or other instruments
• Blend sound with singers and/or other instruments
• Show phrases by breathing
• Practice proper articulation • Practice proper articulation
CREATINGIMPROVISING
• Improvise simple sound pieces and/ or sound effects to accompany stories, poems, and songs
• Improvise simple sound pieces for voices, body percussion, instruments, and environmental sounds
• Improvise simple rhythmic ostinato accompaniments
• Improvise, using sound, movement, and body percussion patterns to accompany songs or speech pieces
• Improvise rhythmic, melodic, and movement patterns and use as accompaniments to songs and speech pieces
• Improvise rhythmic, melodic, and movement ostinatos in accompaniments for songs or speech pieces
• Improvise music to accompany movement or dance
• Improvise introductions to songs, stories, and dramatizations, using patterns of sound and movement
• Improvise introductions and accompaniments to songs, stories, poems, and dramatizations, using body percussion, patterns of sound, and movement
• Improvise introductions, codas, and accompaniments for songs
• Improvise introductions, interludes, and codas for songs or speech pieces
• Improvise introductions, interludes, and codas for songs
• Improvise simple patterns, using sound and movement
• Improvise simple rhythms, using sound and movement, in call-and- response form
• Improvise a contrasting, or B, section in an AB or ABA form, using sound and/or movement
• Improvise contrasting B and C sections in a rondo (ABACA) form, using sound and movement
• Improvise pieces in rondo (ABACA) form, using a variety of sound sources and movement
• Improvise melodic phrases using the pentatonic scale
• Improvise simple melodies based on the pentatonic scale
• Improvise melodies based on the pentatonic, major, and minor scales
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SKILLS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
PLAYING (continued)
RECORDER (continued)
• Blend sound with singers and/or other instruments
• Blend sound with singers and/or other instruments
• Blend sound with singers and/or other instruments
• Blend sound with singers and/or other instruments
• Practice proper breathing and phrasing • Practice proper breathing and phrasing • Practice proper breathing and phrasing • Practice proper breathing and phrasing
• Practice proper articulation • Practice proper articulation • Practice proper articulation • Practice proper articulation
CREATINGIMPROVISING
• Improvise music to accompany movement or dance
• Improvise introductions, interludes, and codas for songs
• Improvise pieces in rondo (ABACA) form, using a variety of sound sources and movement
• Improvise pieces in AB and ABA form • Improvise pieces in AB and ABA form • Improvise pieces in AB and ABA form
• Improvise melodies based on the pentatonic, major, and minor scales
• Improvise melodies, using various scales • Improvise melodies, using various scales • Improvise melodies, using various scales
• Improvise melodies over accompaniments, using the I, IV, and V chords
• Improvise melodic patterns based on chords and chord progressions
• Improvise melodic patterns based on chords and chord progressions
• Improvise melodic patterns based on chords and chord progressions
• Use instruments to improvise melodies over given chord patterns including rock and blues
• Use instruments to improvise melodies over given chord patterns including rock and blues
• Use instruments to improvise melodies over given chord patterns including rock and blues
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SKILLS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
CREATING (continued)
COMPOSING
• Compose soundscapes for voices, body percussion, instruments, and environmental sounds
• Compose simple sound pieces for voices, body percussion, instruments, and environmental sounds
• Compose, using sound and movement, backgrounds or settings for songs and speech pieces
• Create settings, sound effects, or accompaniments for songs, using a variety of sound sources and movement ideas
• Compose accompaniments and dramatizations for songs and creative movement pieces
• Compose accompaniments and dramatizations for songs, dances, and creative movement pieces, using a variety of sound sources
• Create short rhythmic and melodic patterns, using known rhythms and pitches
• Compose rhythmic and melodic ostinato accompaniments to pentatonic melodies, using classroom percussion or technology sources
• Compose rhythmic, melodic, and movement ostinatos in accompaniments for songs or speech pieces
• Compose rhythmic, melodic, and movement ostinatos in accompaniments for songs or speech pieces
• Create introductions and interludes for songs and speech pieces, using sound and movement
• Compose introductions and accompaniments for songs and speech pieces
• Compose introductions, interludes, and codas for songs
• Compose introductions, interludes, and codas for songs
• Compose simple AB and ABA pieces, using sound and movement
• Create AB, ABA, and ABACA pieces, using speech, instruments, voices, or movement
• Compose pieces in rondo (ABACA) form, using a variety of movement and sound sources, including technology options
• Compose melodic phrases based on the pentatonic scale
• Compose simple melodies based on the pentatonic scale
• Create, notate, and perform a pentatonic melody
• Use variation in dynamics, tempo, and articulation in compositions
• Compose percussion pieces
• Create, notate, and perform rhythmic and movement variations on a theme
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SKILLS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
CREATING (continued)
COMPOSING
• Compose and arrange accompaniments for songs, using music and movement
• Compose and arrange accompaniments for songs
• Compose and arrange accompaniments for songs
• Compose and arrange accompaniments for songs
• Compose introductions, interludes, and codas for songs
• Compose, notate, and perform compositions in AB, ABA, and ABACA form
• Compose, notate, and perform compositions in AB and ABA form
• Compose, notate, and perform compositions in AB and ABA form
• Compose, notate, and perform compositions in AB and ABA form
• Compose and perform melodies in major and minor mode, using various media, including technology
• Compose, notate, and perform melodies in major and minor mode, using various media, including technology
• Compose, notate, and perform melodies in major and minor mode, using various media, including technology
• Compose, notate, and perform melodies in major and minor mode, using various media, including technology
• Use variation in dynamics, tempo, and articulation in compositions
• Compose percussion and wind instrument pieces • Compose, notate, and perform instrumental works
• Compose, notate, and perform instrumental works
• Compose, notate, and perform instrumental works
• Create, notate, and perform rhythmic, speech, or movement variations on a theme
• Compose with melodic or rhythmic motives • Compose with melodic or rhythmic motives • Compose with melodic or rhythmic motives
• Compose and notate music using computer software
• Compose and notate music using computer software
• Compose and notate music using computer software
• Experiment with found sounds and new sound sources to create music
• Experiment with found sounds and new sound sources to create music
• Experiment with found sounds and new sound sources to create music
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SKILLS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
READING/NOTATINGRHYTHM
• Interpret icons representing beat and long/short
• Interpret icons representing beat/ strong beat, long/short, and tempo and dynamic changes
• Iconic notation
• Durations, including: quarter note, quarter rest, two eighths beamed
• Durations, including: quarter note, quarter rest, two eighths beamed, four sixteenths beamed
• Durations, including: quarter note, two eighths beamed, quarter rest, four sixteenths beamed, half note, whole rest, eighth-quarter-eighth, whole note, dotted half note
• Durations, including: quarter note, two eighths beamed, quarter rest, four sixteenths beamed, half note, whole rest, eighth-quarter-eighth, whole note, eighth-two-sixteenths beamed, two-sixteenths-eighth beamed, dotted-quarter-eighth, eighth-dotted- quarter, dotted half note
• Tie • Tie • Tie
• Meters, including: 2/4, 3/4 • Meters, including: 2/4, 3/4, 4/4 • Meters, including: 2/2, 2/4, 3/4, 4/4, 6/8
• Rhythmic patterns, including steady beat/offbeat/backbeat, dotted rhythms, and syncopation
• Upbeat
MELODY
• Upward/downward melodic motion icons
• Interpret icons representing melodic motion
• Preparation for so-mi patterns (two-tone melodies)
• Patterns, including: so mi | so mi la | so mi la do
• Patterns, including: so mi | so mi la | so mi la do | mi re do | so mi re do | la so mi re do
• Patterns, including: mi re do | so mi re do | la so mi re do | low-la | low-so | high-do | low-so low-la do re mi so la high-do
• Patterns, including: la so mi re do | low-la | low-so | so high-do | fa | ti | low-so low-la do re mi fa so la ti high-do
• Steps, leaps, and repeated pitches • Steps, skips, and repeated pitches
• Intervals: unison, octave
• Steps, skips, and repeated pitches
• Intervals: octave, third
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SKILLS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
READING/NOTATINGRHYTHM
• Durations, including: four sixteenths beamed, half note, whole rest, eighth-quarter-eighth, whole note, eighth-two-sixteenths beamed, two-sixteenths-eighth beamed, dotted-half note, dotted-quarter, dotted-quarter-eighth, dotted- eighth sixteenth, sixteenth dotted-eighth, three eighths beamed, eighth-note triplet
• Durations, including: four sixteenths beamed, eighth-quarter-eighth, whole note, half note, dotted-half note, eighth-two-sixteenths beamed, two-sixteenths-eighth beamed, dotted-eighth sixteenth, sixteenth dotted-eighth, three eighths beamed, eighth-note triplet, sixteenth-eighth- sixteenth, dotted-quarter, dotted-quarter-eighth, eighth-dotted-quarter, tied notes
• Durations, including: four sixteenths beamed, eighth-quarter-eighth, whole note, half note, dotted-half note, eighth-two-sixteenths beamed, two-sixteenths-eighth beamed, dotted-eighth sixteenth, sixteenth dotted-eighth, three eighths beamed, eighth-note triplet, sixteenth-eighth- sixteenth, dotted-quarter, dotted-quarter-eighth, eighth-dotted-quarter, tied notes
• Durations, including: four sixteenths beamed, eighth-quarter-eighth, whole note, half note, dotted-half note, eighth-two-sixteenths beamed, two-sixteenths-eighth beamed, dotted-eighth sixteenth, sixteenth dotted-eighth, three eighths beamed, eighth-note triplet, sixteenth-eighth- sixteenth, dotted-quarter, dotted-quarter-eighth, eighth-dotted-quarter, tied notes
• Tie • Tie • Tie • Tie
• Meters, including: 2/4, 3/4, 4/4, 2/2, 6/8 • Meters, including: 2/4, 3/4, 4/4, 2/2, 6/8, 9/8 • Meters, including: 2/4, 3/4, 4/4, 2/2, 6/8, 9/8 • Meters, including: 2/4, 3/4, 4/4, 2/2, 6/8, 9/8
• Mixed meter • Mixed meter, changing meter • Mixed meter, changing meter • Mixed meter, changing meter
• Irregular meter (meter in 5) • Irregular meter (meter in 5) • Irregular meter (meter in 5)
• Rhythmic patterns, including steady beat/ offbeat/backbeat, dotted rhythms, and syncopation
• Rhythmic patterns, including steady beat/ offbeat/backbeat, dotted rhythms, and syncopation
• Rhythmic patterns, including steady beat/ offbeat/backbeat, dotted rhythms, and syncopation
• Rhythmic patterns, including steady beat/ offbeat/backbeat, dotted rhythms, and syncopation
• Upbeat • Anacrusis • Anacrusis • Anacrusis
MELODY
• Patterns, including: la so mi re do | fa | low-so low-la do re mi fa so la ti high-do
• Whole and half steps
• Intervals: unison, second, third, fourth, fifth, sixth, seventh, octave
• Whole and half steps
• Intervals: unison, second, third, fourth, fifth, sixth, seventh, octave
• Whole and half steps
• Intervals: unison, second, third, fourth, fifth, sixth, seventh, octave
• Whole and half steps
• Intervals: unison, second, third, fourth, fifth, sixth, seventh, octave
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SKILLS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
READING/NOTATING (continued)
MELODY (continued)
• Pitch letter names • Pitch letter names
• Accidentals
• Major diatonic
• Sight-read unison and part songs in a variety of keys and meters
LISTENING/ANALYZING/DESCRIBINGEXPRESSION
• Respond to expressive qualities in music: fast/slow and loud/soft
• Respond to expressive qualities in music: fast/slow and loud/soft
• Respond to expressive qualities in music: fast/slow and changing tempos; loud/soft and changing dynamics
• Respond to expressive qualities in music: fast/slow and changing tempos; loud/soft and changing dynamics
• Respond to expressive qualities in music: fast/slow and changing tempos; loud/soft and changing dynamics
• Describe mood and style in a variety of music
• Describe mood and style in a variety of music
• Describe mood and style in a variety of music
• Analyze and describe how tempo, dynamics, and timbre affect the mood of a piece
RHYTHM/FORM/MELODY
• Respond to characteristics of phrase form: same and different
• Respond to characteristics of phrase form: same/different, call and response, and solo/chorus
• Identify characteristics of phrase form: same and different, call and response, AAB, and AABA
• Respond to characteristics of sectional form: verse and refrain (AB), ABA
• Identify characteristics of sectional form: verse and refrain, AB, ABA, and AABA
• Identify AB, ABA, AABA, and ABACA (rondo) forms, and respond to section changes
• Identify AB, ABA, AABA, and ABACA (rondo) forms in vocal and instrumental pieces, and respond to section changes
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SKILLS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
READING/NOTATING (continued)
MELODY (continued)
• Pitch letter names • Pitch letter names • Pitch letter names • Pitch letter names
• Accidentals • Accidentals • Accidentals • Accidentals
• Major/minor diatonic • Major/minor scales • Major/minor scales • Major/minor scales
• Sight-read unison and part songs in a variety of keys and meters
• Sight-read unison, homophonic, and polyphonic music using the appropriate clef in a variety of keys and meters
• Sight-read unison, homophonic, and polyphonic music using the appropriate clef in a variety of keys and meters
• Sight-read unison, homophonic, and polyphonic music using the appropriate clef in a variety of keys and meters
LISTENING/ANALYZING/DESCRIBINGEXPRESSION
• Respond to expressive qualities in music: fast/ slow and changing tempos; loud/soft and changing dynamics
• Respond to expressive qualities in music: fast/ slow and changing tempos; loud/soft and changing dynamics; articulation changes (legato and staccato)
• Respond to expressive qualities in music: fast/ slow and changing tempos; loud/soft and changing dynamics; articulation changes (legato and staccato)
• Respond to expressive qualities in music: fast/ slow and changing tempos; loud/soft and changing dynamics; articulation changes (legato and staccato)
• Analyze and describe how tempo, dynamics, and timbre affect the mood of a piece
• Analyze and describe how tempo, dynamics, and timbre affect the mood of a piece
• Analyze and describe how tempo, dynamics, and timbre affect the mood of a piece
• Analyze and describe how tempo, dynamics, and timbre affect the mood of a piece
• Recognize appropriateness of tempo choices • Recognize appropriateness of tempo choices • Recognize appropriateness of tempo choices
• Identify tempo category for selection: adagio, andante, moderato, allegro, presto
• Identify tempo category for selection: adagio, andante, moderato, allegro, presto
• Identify tempo category for selection: adagio, andante, moderato, allegro, presto
RHYTHM/FORM/MELODY
• Identify and analyze sectional forms • Identify sectional forms: AB, ABA, ABACA, and theme and variations
• Identify sectional forms: AB, ABA, ABACA, and theme and variations
• Identify sectional forms: AB, ABA, ABACA, and theme and variations
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SKILLS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
LISTENING/ANALYZING/DESCRIBING (continued)
RHYTHM/FORM/MELODY (continued)
• Identify and respond to characteristics of rhythm: steady beats, strong beats, silent beats, long/short sounds, repeated rhythmic patterns
• Identify and respond to characteristics of rhythm: steady beats, strong beats, silent beats, absence of beats, long and short sounds, rhythmic patterns
• Identify rhythmic elements: steady beat, long and short sounds, repeated rhythmic patterns, 2/4 and 3/4 meters
• Identify and compare rhythmic elements: steady beat, 2/4 and 3/4 meters, patterns
• Identify and compare rhythmic elements in terms of steady beat, meter (2/4, 3/4, 4/4, 6/8), rhythmic patterns, and relative duration
• Recognize and respond to characteristics of melody: high/low pitches, upward/downward direction, repeated patterns
• Recognize and respond to characteristics of melody: high/low pitches, upward/downward direction, same/different patterns (repetition and contrast)
• Recognize and respond to characteristics of melody: high/low pitches, upward/downward direction, same/different patterns (repetition and contrast)
• Identify and respond to characteristics of melody: same/ different, longer/shorter, higher/lower, upward/downward direction, louder/ softer, faster/slower
• Identify and respond to characteristics of melody: same/ different, longer/shorter, higher/lower, upward/downward direction, louder/ softer, faster/slower
TIMBRE
• Identify environmental, machine, animal, and found sounds
• Identify various found sounds
• Identify the timbre of individual instruments, including classroom percussion instruments
• Identify the timbre of individual nonpitched and pitched percussion instruments; trombone, violin, flute, clarinet, and trumpet
• Identify the timbre of instrument families
• Identify, visually and aurally, the instrument families
• Identify, visually and aurally, the instrument families, including nonpitched and pitched percussion, strings, woodwinds, brass, keyboards and electronic instruments
• Identify instrument families in the orchestra: strings, woodwinds, brass, percussion
• Identify instrument families in the orchestra: strings, woodwinds, brass, percussion
• Identify instruments from diverse cultures
• Identify instruments from diverse cultures
• Identify differences between vocal sounds: singing, speaking, inner, whispering, calling, humming
• Identify differences between vocal sounds: singing, speaking, inner, whispering, calling, humming
• Identify the timbre of singing voices: adult male, adult female, child
• Identify the timbre of singing voices: adult male, adult female, child
• Identify the timbre of individual and choral voices, including adult male, adult female, child, and unison versus ensemble
• Identify the timbre of individual and choral voices, including adult male, adult female, and unison versus ensemble
• Identify various vocal timbres of individual performers and groups
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SKILLS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
LISTENING/ANALYZING/DESCRIBING (continued)
RHYTHM/FORM/MELODY (continued)
• Identify and compare rhythmic elements in terms of steady beat, meter (2/4, 3/4, 4/4, 2/2, 6/8), rhythmic patterns, and relative duration
• Identify, analyze, and compare rhythmic elements in terms of steady beat, meter (2/4, 3/4, 4/4, 2/2, 6/8, and 9/8), rhythmic patterns, and relative duration
• Identify, analyze, and compare rhythmic elements in terms of steady beat, meter (2/4, 3/4, 4/4, 2/2, 6/8, and 9/8), rhythmic patterns, and relative duration
• Identify, analyze, and compare rhythmic elements in terms of steady beat, meter (2/4, 3/4, 4/4, 2/2, 6/8, and 9/8), rhythmic patterns, and relative duration
• Identify and respond to characteristics of melody: same/different, longer/shorter, higher/ lower, upward/downward direction, louder/ softer, faster/slower
• Identify and respond to characteristics of melody: same/different, longer/shorter, higher/ lower, upward/downward direction, louder/ softer, faster/slower, sequence, phrase, motive, themes
• Identify and respond to characteristics of melody: same/different, longer/shorter, higher/ lower, upward/downward direction, louder/ softer, faster/slower, sequence, phrase, motive, themes
• Identify and respond to characteristics of melody: same/different, longer/shorter, higher/ lower, upward/downward direction, louder/ softer, faster/slower, sequence, phrase, motive, themes
• Identify intervals: unison, octave, third • Identify intervals: unison, second, third, fourth, fifth, sixth, octave
• Identify intervals: unison, second, third, fourth, fifth, sixth, octave
• Identify intervals: unison, second, third, fourth, fifth, sixth, octave
TIMBRE
• Identify and describe timbres of individual instruments and combinations of instruments
• Identify and describe timbres of individual instruments, combinations of instruments, and ensembles
• Identify and describe timbres of individual instruments, combinations of instruments, and ensembles
• Identify and describe timbres of individual instruments, combinations of instruments, and ensembles
• Identify instruments from diverse cultures • Identify instruments from different cultures • Identify instruments from different cultures • Identify instruments from different cultures
• Identify various vocal timbres of individual performers and groups
• Discern individual and group timbres • Discern individual and group timbres • Discern individual and group timbres
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SKILLS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
LISTENING/ANALYZING/DESCRIBING (continued)
TEXTURE & HARMONY
• Identify accompaniment/no accompaniment
• Identify and describe various accompaniments
• Identify and describe various accompaniments
• Identify harmony/no harmony • Identify harmony/no harmony
• Identify chord changes in 2-chord songs
• Identify chord changes in 2-chord songs
• Distinguish between major and minor tonality
• Distinguish between major and minor tonality
GENRE/STYLE
• Listen to music that suggests a story or subject
• Listen to music that suggests a story or subject
• Listen to music that suggests a story or subject
• Listen to program and nonprogram music
• Listen to program and nonprogram music
• Listen to standard orchestral and chamber music
• Listen to standard orchestral, chamber, and choral music
• Listen to standard orchestral, chamber, and choral music
• Listen to music of diverse cultures and styles
• Identify music of diverse cultures and styles
• Identify music of diverse cultures and styles
• Identify music of diverse cultures and styles
• Identify and analyze music of diverse cultures and styles
• Contrast styles of two pieces • Compare and describe the elements of style in two contrasting pieces
AUDIENCE BEHAVIOR
• Demonstrate appropriate audience behavior while observing classroom performances
• Demonstrate appropriate audience behavior while observing classroom performances
• Demonstrate appropriate audience behavior while observing classroom performances
• Demonstrate appropriate audience behavior while observing classroom performances
• Demonstrate appropriate audience behavior while observing classroom performances
• Discuss appropriate audience behaviors
• Discuss appropriate audience behaviors
• Discuss appropriate audience behaviors
• Discuss appropriate audience behaviors
• Discuss appropriate audience behaviors
MOVINGNONLOCOMOTOR
• Acquire a repertoire of gross and fine nonlocomotor movements: pat, clap, stamp, bend, stretch, twist, shake
• Acquire a repertoire of gross and fine nonlocomotor movements: pat, clap, stamp, bend, stretch, twist, shake
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SKILLS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
LISTENING/ANALYZING/DESCRIBING (continued)
TEXTURE & HARMONY
• Identify chord changes in 2-chord songs • Identify major and minor chords • Identify major and minor chords • Identify major and minor chords
• Distinguish between major and minor tonality • Distinguish between major, minor, and other modes
• Distinguish between major, minor, and other modes
• Distinguish between major, minor, and other modes
GENRE/STYLE
• Listen to program and nonprogram music
• Listen to standard orchestral, chamber, and choral music
• Listen to and analyze standard orchestral, chamber, and choral music
• Listen to and analyze standard orchestral, chamber, and choral music
• Listen to and analyze standard orchestral, chamber, and choral music
• Identify and analyze music of diverse cultures and styles
• Identify and analyze music of diverse cultures and styles
• Identify and analyze music of diverse cultures and styles
• Identify and analyze music of diverse cultures and styles
• Analyze and compare elements of style in two or more contrasting pieces
• Identify and describe style differences determined by rhythm, melody, and timbre
• Identify and describe style differences determined by rhythm, melody, and timbre
• Identify and describe style differences determined by rhythm, melody, and timbre
• Recognize and describe a variety of vocal styles • Recognize and describe a variety of vocal styles • Recognize and describe a variety of vocal styles
AUDIENCE BEHAVIOR
• Demonstrate appropriate audience behavior while observing classroom performances
• Demonstrate and discuss appropriate concert and stage etiquette, as listeners and performers, in all venues, including the classroom
• Demonstrate and discuss appropriate concert and stage etiquette, as listeners and performers, in all venues, including the classroom
• Demonstrate and discuss appropriate concert and stage etiquette, as listeners and performers, in all venues, including the classroom
• Discuss appropriate audience behaviors
MOVINGNONLOCOMOTOR
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SKILLS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
MOVING (continued)
NONLOCOMOTOR (continued)
• Perform nonlocomotor motions in finger plays and action songs
• Practice basic repertoire of nonlocomotor movements in finger plays and action songs
• Move to a varied repertoire of music using gross and fine non-locomotor movements
• Refine nonlocomotor movements • Refine nonlocomotor movements
• Develop alternating patterns, including pat-clap, pat-tap, pat-stamp
• Develop and practice alternating patterns, including pat-clap, pat-tap, pat-stamp
• Develop and practice alternating patterns, including clap-snap, stamp- snap, pat-clap-snap
• Develop, practice, and refine alternating patterns, including alternating snap, stamp-pat-clap, stamp-pat-clap
• Develop repertoire of bilateral movements, including snap and hand jive motions
• Develop and practice bilateral movements
• Develop and practice bilateral movements
LOCOMOTOR
• Develop a repertoire of gross and fine locomotor movements: walk, run, hop, jump, twirl
• Practice basic gross and fine locomotor movements: walk, run, hop, jump, twirl, skip, slide, leap, gallop
• Move to a varied repertoire of music using gross and fine locomotor movements
• Practice basic locomotor movements • Practice and refine basic locomotor movements
• Coordinate locomotor movements during singing games and circle dances
• Practice coordinating locomotor movements during singing games and circle dances
• Develop facility with basic patterned locomotor movements: circle, line, and folk dances
• Develop facility with basic patterned locomotor movements: circle, line, and folk dances
• Develop, practice, and refine patterned locomotor movements in play parties and circle, line, and folk dances
TIME
• Perform creative movements while exploring concepts of time: rhythm (pulse, beat, speed-time or tempo); accent (light or strong); and duration (length)
• Perform creative movements while exploring concepts of time: rhythm, accent, tempo, and duration
• Perform creative movements while exploring concepts of time: rhythm, accent, tempo, and duration
• Perform creative movements while exploring concepts of time: rhythm, accent, tempo, and duration
• Perform creative movements while exploring concepts of time: rhythm, accent, tempo, and duration
SPACE
• Perform creative movements while exploring concepts of space: level (low, middle, high); direction (forward, backward, sideways, up, down); size (large or small); place-pathways (on the floor, in the air); focus
• Perform creative movements while exploring concepts of space: level, direction, size, place-pathways, focus
• Perform creative movements while exploring concepts of space: level, direction, size, place-pathways, focus
• Perform creative movements while exploring concepts of space: level, direction, size, place-pathways, focus
• Perform creative movements while exploring concepts of space: level, direction, size, place-pathways, focus
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SKILLS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
MOVING (continued)
NONLOCOMOTOR (continued)
• Refine nonlocomotor movements • Refine nonlocomotor movements • Refine nonlocomotor movements • Refine nonlocomotor movements
• Develop, practice, and refine alternating patterns, including alternating pat-snap, clap- snap, stamp-snap, pat-clap-snap, stamp-pat- clap-snap
• Refine a variety of alternating patterns • Refine a variety of alternating patterns • Refine a variety of alternating patterns
• Refine bilateral movements • Refine bilateral movements • Refine bilateral movements
LOCOMOTOR
• Practice and refine basic locomotor movements • Refine locomotor movements • Refine locomotor movements • Refine locomotor movements
• Develop, practice, and refine patterned locomotor movements in play parties and circle, line, and folk dances
• Refine patterned locomotor movements • Refine patterned locomotor movements • Refine patterned locomotor movements
TIME
• Perform creative movements while exploring concepts of time: rhythm, accent, tempo, and duration
• Perform creative movements while exploring concepts of time: rhythm, accent, tempo, and duration
• Perform creative movements while exploring concepts of time: rhythm, accent, tempo, and duration
• Perform creative movements while exploring concepts of time: rhythm, accent, tempo, and duration
SPACE
• Perform creative movements while exploring concepts of space: level, direction, size, place-pathways, focus
• Perform creative movements while exploring concepts of space: level, direction, size, place-pathways, focus
• Perform creative movements while exploring concepts of space: level, direction, size, place-pathways, focus
• Perform creative movements while exploring concepts of space: level, direction, size, place-pathways, focus
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SKILLS SCOPE AND SEQUENCE
GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4
MOVING (continued)
ENERGY
• Perform creative movements while exploring concepts of energy: attack (smooth, sharp); weight (heavy, light); strength/tension (tight, loose); flow (sudden or sustained, bound or free)
• Perform creative movements while exploring concepts of energy: attack, weight, strength/tension, and flow
• Perform creative movements while exploring concepts of energy: attack, weight, strength/tension, and flow
• Perform creative movements while exploring concepts of energy: attack, weight, strength/tension, and flow
• Perform creative movements while exploring concepts of energy: attack, weight, strength/tension, and flow
• Experiment with qualities of movement, including effort actions such as flick, tap, thrust, slash, float, glide
• Experiment with qualities of movement, including effort actions such as flick, tap, thrust, slash, float, glide
• Experiment with qualities of movement, including effort actions such as thrust, slash, float, glide, wring, press
• Experiment with qualities of movement, including effort actions such as thrust, slash, float, glide, wring, press
• Experiment with qualities of movement, including effort actions such as thrust, slash, float, glide, wring, press
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SKILLS SCOPE AND SEQUENCE
GRADE 5 GRADE 6 GRADE 7 GRADE 8
MOVING (continued)
ENERGY
• Perform creative movements while exploring concepts of energy: attack, weight, strength/ tension, and flow
• Perform movements while exploring concepts of energy, including tension, non-tension, and flow
• Perform movements while exploring concepts of energy, including tension, non-tension, and flow
• Perform movements while exploring concepts of energy, including tension, non-tension, and flow
• Experiment with qualities of movement, including effort actions such as thrust, slash, float, glide, wring, press
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