Colorado Elementary Music Standards

Perform expressively. By the end of the preschool experience (approximately 60 months/5 years old), Students may: a. Use voices expressively when speaking, chanting, and singing in a variety of modes. b. Perform through multiple modalities a variety of simple songs and singing games alone and with others. c. Use voice and/or instruments to enhance familiar songs or chants, and appropriate children’s literature.

Taught in Prodigies PK-5: Recorder King/Queen 6 - Au Clair de la Lune (4, Wk 27); Muffin Man (2, Wk 29)

Respond to a variety of rhythmic patterns and elements of music using expressive movement. By the end of the preschool experience (approximately 60 months/5 years old), Students may: a. Sing, play, or move to a variety of culturally diverse songs and singing games. b. Demonstrate awareness of changes in music with body percussion or movement.

Taught in Prodigies PK-5: Soft & Loud (K, Wk 15); Listen to My Heartbeat (1, Wk 1)

Apply teacher feedback to demonstrate appropriate processes when singing, playing, and moving. By the end of the preschool experience (approximately 60 months/5 years old), Students may: a. Apply teacher feedback for progress of musical practice and experience.

Taught in Prodigies PK-5: Sweet Beets (PK, Wk 33); Gently Sleep Performance (4, Wk 35)

Improvise movement and sound responses to music. By the end of the preschool experience (approximately 60 months/5 years old), Students may: a. Improvise sound effects to accompany activities b. Use improvised movement to demonstrate musical awareness

Taught in Prodigies PK-5: Blues in C Major (2, Wk 19); Listen to My Heartbeat (1, Wk 1)

Describe and respond to musical elements. By the end of the preschool experience (approximately 60 months/5 years old), Students may: a. Respond to rhythm using student choice of demonstration. b. Respond to pitch using student choice of demonstration. c. Respond to dynamics using student choice of demonstration. d. Respond to structure using student choice of demonstration. e. Use invented symbols to represent musical sounds and ideas.

Taught in Prodigies PK-5: C and Shh (PK, Wk 3); Dynamics (2, Wk 23)

Recognize a wide variety of sounds and sound sources. By the end of the preschool experience (approximately 60 months/5 years old), Students may: a. Use personal communication to describe sources of sound. b. Respond to dynamics and tempo using student choice of demonstration.

Taught in Prodigies PK-5: Dynamics (2, Wk 23); Wheels on the Bus (K, Wk 35)

Show musical preference for style or song. By the end of the preschool experience (approximately 60 months/5 years old), Students may: a. Move, sing, or describe to show preference for styles of music. b. Discuss feelings in response to music. c. Use individual communication to describe music.

Taught in Prodigies PK-5: Hand Signs (K, Wk 27); Holiday Songs (1, Wk 17)

Recognize music in daily life. By the end of the preschool experience (approximately 60 months/5 years old), Students may: a. Explore culturally diverse music from media, community, and home events. b. Listen and respond to various musical styles (such as marches, mariachi, and lullabies). c. Communicate feelings in music. d. Express personal interests regarding why some music selections are preferred over others.

Taught in Prodigies PK-5: Welcome to Music (K, Wk 1); Welcome (5, Wk 1)

Respond to musical opposites. Students Can: a. Echo and perform melodic and rhythmic patterns. b. Respond (sing, move, and play) to changes in mood or form (e.g., beat, tempo, dynamics, and melodic direction). c. Respond (sing, move, and play) to music, differentiating between sound and silence.

Taught in Prodigies PK-5: Welcome to Music (K, Wk 1); Welcome (5, Wk 1)

Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, expressive elements. Students Can: a. Demonstrate using developmentally appropriate songs and singing games from a variety of cultures. b. Demonstrate speaking, singing, whispering, shouting, and inner voice (audiation).

Related Prodigies PK-5 lessons: Wheels on the Bus (K, Wk 35); C Major & G Major (K, Wk 26)

Apply teacher critique and self-reflection to refine individual technique and performance of developmentally appropriate songs. Students Can: a. Engage in refinement and feedback processes to prepare music for performance. b. Self-evaluate to refine musical performance.

Taught in Prodigies PK-5: Harmonizing Part I (3, Wk 29); C Major Solfege Hand-Sign Review (2, Wk 25)

Compose, improvise, and arrange simple patterns using rhythm and/or pitch. Students Can: a. Compose a short pattern to represent a character or idea in a story or poem. b. Improvise sound effects and simple patterns to stories and poems. c. Arrange sound effect patterns to embellish songs, stories and poems.

Related Prodigies PK-5 lessons: Wheels on the Bus (K, Wk 36); Sweet Beets (PK, Wk 34)

Identify and demonstrate melodic and rhythmic opposites. Students Can: a. Melody: Identify and demonstrate high/low, same/different, up/down. b. Rhythm: Identify/differentiate and demonstrate beat/no beat, same/different.

Related Prodigies PK-5 lessons: Bonjour B and Sol Ti Re (K, Wk 25); Do Mi Sol Slide (PK, Wk 5)

Identify and demonstrate tempo and dynamic opposites. Students Can: a. Tempo: Identify/differentiate and demonstrate fast/slow. b. Dynamics: Identify/differentiate and demonstrate loud/quiet, sound/silence, same/different.

Taught in Prodigies PK-5: Welcome to Music (K, Wk 1); Left C, Right c (K, Wk 12)

Identify and demonstrate basic form and timbre elements. Students Can: a. Timbre: Aurally identify vocal/instrumental sounds, speaking/singing/whispering/shouting voices. b. Form: Aurally identify same/different, introduction, question/answer.

Related Prodigies PK-5 lessons: Hello C (PK, Wk 1); Short & Long Stars (PK, Wk 2)

Describe musical preferences in their own words. Students Can: a. Communicate understanding of musical ideas or moods through a variety of mediums and modalities (e.g., movement, drawing, story-telling). b. Apply musical concepts to describe personal preferences or reactions to music.

Taught in Prodigies PK-5: Welcome to Music (K, Wk 1); Seconds - Part II (3, Wk 9)

Recognize relationships between music and celebrations in daily life. Students Can: a. Recognize the use of music in media. b. Listen and respond to various musical styles (such as marches and lullabies). c. Communicate how music for various purposes contributes to specific experiences.

Related Prodigies PK-5 lessons: Wheels on the Bus (K, Wk 36); Welcome to Music (K, Wk 1)

Perform/Demonstrate music that exhibits learned rhythmic and melodic patterns. Students Can: a. Demonstrate melodic patterns that include same/different and three-pitch melodies. b. Demonstrate rhythmic patterns that include quarter note, paired eighth notes, and quarter rest. c. Demonstrate a steady beat while contrasting rhythms are being played. d. Apply the concept of steady beat to music with contrasting rhythms and tempos.

Taught in Prodigies PK-5: Listen to My Heartbeat (1, Wk 1); Compound Meter Part IV (3, Wk 22)

Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, tone and expressive elements. Students Can: a. Demonstrate a variety of culturally diverse songs while maintaining steady beat. b. Demonstrate appropriate tempo and dynamic levels.

Related Prodigies PK-5 lessons: Holiday Songs (1, Wk 16); Recorder Squire 3 - Hot Cross Buns (4, Wk 9)

Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs. Students Can: a. Engage in refinement and feedback processes to prepare music for performance. b. Self-evaluate to refine musical performance. c. Critique expressive elements performed by others.

Taught in Prodigies PK-5: Gently Sleep Performance (4, Wk 35); Harmonizing Part I (3, Wk 29)

Create, document, improvise, and arrange short phrases using rhythm and/or pitch. Students Can: a. Create and document a short instrumental and vocal pattern to accompany culturally diverse poems, rhymes, and stories. b. Improvise short patterns using learned pitches and rhythms. c. Arrange instrumental and vocal patterns to enhance culturally diverse poems, rhymes, stories and songs. (e.g., create a spooky soundscape to go with a Halloween poem; create a happy pattern to be background music for a happy part of a story)

Related Prodigies PK-5 lessons: Ode to Joy Performance (1, Wk 36); Sweet Beets (PK, Wk 34)

Identify and demonstrate introductory melodic and rhythmic patterns. Students Can: a. Melody: Identify and demonstrate same/different patterns, three-pitch patterns. b. Rhythm: Identify and demonstrate rhythmic patterns that include one sound for one beat, two equal sounds for one beat, and one silent beat (quarter note/rest, paired eighth notes, steady beat, strong/weak, beat vs rhythm, same/different).

Related Prodigies PK-5 lessons: Bonjour B and Sol Ti Re (K, Wk 25); Do Mi Sol Slide (PK, Wk 5)

Identify, label, and demonstrate changes in tempos and dynamics. Students Can: a. Tempo: Identify and demonstrate faster/slower. b. Dynamics: Identify and demonstrate louder/softer, piano, forte

Taught in Prodigies PK-5: Holiday Songs (1, Wk 17); C Major Scale (1, Wk 31)

Identify and demonstrate basic form/structure, meter/beat groupings, and timbre elements. Students Can: a. Form/Structure: Aurally identify phrase, AB. b. Meter/Beat Groupings: Identify and demonstrate steady beat, in different meters/beat groupings. c. Timbre: Aurally identify pitched/non-pitched instruments.

Related Prodigies PK-5 lessons: Hello C (PK, Wk 1); Short & Long Stars (PK, Wk 2)

Describe and/or demonstrate how ideas or moods are communicated through music. Students Can: a. Describe specific elements of music that impact thoughts or emotions. b. Communicate understanding of music ideas or moods through of variety of mediums (e.g., movement, drawing, storytelling). c. Apply musical concepts to describe personal preferences or reactions to music.

Related Prodigies PK-5 lessons: Welcome to Music (K, Wk 1); When The Saints Go Marching In Performance (3, Wk 36)

Identify, discuss, and respond to music created for specific purposes. Students Can: a. Describe how ideas or moods are communicated through music written for specific purposes (such as holiday, march, lullaby). b. Describe specific elements of music that impact thoughts or emotions. c. Create developmentally appropriate responses to music from various genres, periods, and styles (rhythm, melody, form).

Related Prodigies PK-5 lessons: The Itsy Bitsy Spider (1, Wk 30); 5 Note Melodies (1, Wk 28)

Perform/Demonstrate music that exhibits learned rhythmic, melodic, and harmonic patterns. Students Can: a. Demonstrate and connect melodic, rhythmic, and harmonic patterns using expressive elements. b. Demonstrate rhythmic and melodic ostinati in small groups.

Taught in Prodigies PK-5: Singing (2, Wk 21); C Major Songs - What song is it? (2, Wk 27)

Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, harmony, tone and expressive elements. Students Can: a. Demonstrate while using an instrumental accompaniment (e.g., bourdun). b. Demonstrate a variety of developmentally appropriate and culturally diverse melodies with accurate rhythm, tempo and dynamics. c. Make observations and draw conclusions about the rhythms, tempos, and dynamics of the music to which students are singing, playing, and moving. d. Apply the concepts of rhythm, tempo, and dynamics to the music to which students are singing, playing, and moving.

Related Prodigies PK-5 lessons: Dynamics (2, Wk 23); Itsy Bitsy Spider (2, Wk 31)

Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple songs. Students Can: a. Engage in refinement and feedback processes to prepare music for performance. b. Self-evaluate to refine musical performance. c. Critique expressive elements performed by others.

Taught in Prodigies PK-5: Singing (2, Wk 21); Lightly Row Performance Part II- Song + Analysis (2, Wk 34)

Create, document, improvise, and arrange phrases using rhythm and/or pitch. Students Can: a. Create and document instrumental and vocal patterns using known rhythms and pitches. b. Improvise instrumentally and/or vocally question-answer patterns using known rhythms and pitches. c. Arrange a song by adding an ostinato using known pitches and rhythms (e.g., let students design a minor ostinato to accompany a minor song they are singing in class; instructor gives the students the pitches and the students choose how to use them).

Related Prodigies PK-5 lessons: Sweet Beets (PK, Wk 34); Gently Sleep Performance (4, Wk 35)

Identify and demonstrate basic melodic, rhythmic, and harmonic patterns. Students Can: a. Melody: Identify and demonstrate step/skip/repeat within a melody. b. Rhythm: Identify and demonstrate patterns that include sounds and silence that last two beats and four beats (half note/rest, whole note/rest). c. Harmony: Identify and demonstrate introductory harmony using chords (e.g., intervals, borduns, ostinato, home tone).

Related Prodigies PK-5 lessons: Recorder Lord/Lady 2 - G to D Five Note Scale (4, Wk 19); Recorder King/Queen 2 - Introduction to Transposing (4, Wk 24)

Identify and demonstrate extreme changes in tempos, dynamics, and articulations. Students Can: a. Tempo: Identify and demonstrate presto/largo. b. Dynamics: Identify and demonstrate forte/piano. c. Articulation: Identify and demonstrate smooth/connected, short/separated.

Related Prodigies PK-5 lessons: Dynamics (2, Wk 23); Lightly Row Performance Part IV - Performance (2, Wk 36)

Identify and demonstrate intermediate form/structure, meter/beat groupings, and timbre elements. Students Can: a. Form/Structure: Aurally identify ABA, verse/refrain, coda. b. Meter/Beat Groupings: Identify and demonstrate duple and triple meter/beat groupings (2/4, 3/4) and strong vs. weak beat withing a measure. c. Timbre: Aurally organize instruments into categories.

Related Prodigies PK-5 lessons: Compound Meter Part IV (3, Wk 22); Harmonizing Part I (3, Wk 29)

Discuss individual preferences for music using specific music terminology. Students Can: a. Communicate understanding of music’s expressive qualities that influence personal preference. b. Communicate similarities between musical pieces.

Related Prodigies PK-5 lessons: When The Saints Go Marching In Performance (3, Wk 36); Gently Sleep Performance (4, Wk 36)

Describe music from various cultures in their own words. Students Can: a. Describe varying kinds of voices and instruments and their uses in various settings. b. Explain their own cultural and social interests in music. c. Identify and connect specific songs/music to specific settings (holiday, religious, celebratory).

Taught in Prodigies PK-5: Holiday Songs (1, Wk 17); Welcome (5, Wk 1)

Perform/Demonstrate music that exhibits learned rhythmic, melodic, and introductory accompaniment components. Students Can: a. Demonstrate learned melodic, rhythmic, and harmonic phrases using expressive elements. b. Demonstrate and connect songs with multiple rhythmic or melodic ostinati in small groups. c. Demonstrate and interpret melodies based on the pentatonic scale.

Taught in Prodigies PK-5: Recorder History - From Medieval to Modern (4, Wk 6); Recorder Lord/Lady 4 - Jingle Bells (4, Wk 21)

Perform/Demonstrate notated songs with accurate pitch, rhythm, harmony, tone and expressive elements. Students Can: a. Use accurate vocal and instrumental techniques when singing and playing instruments. b. Demonstrate two-part songs (e.g., rounds, partner songs) using speech, body percussion, singing, movement, or instruments. c. Use notation to accurately perform rhythms and melodic direction.

Related Prodigies PK-5 lessons: Dynamics (2, Wk 23); Soft & Loud (K, Wk 15)

Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple notated songs. Students Can: a. Engage in refinement and feedback processes to prepare music for performance. b. Self-evaluate to refine musical performance. c. Critique expressive elements performed by others.

Related Prodigies PK-5 lessons: Harmonizing Part I (3, Wk 29); When The Saints Go Marching In Performance (3, Wk 35)

Compose, improvise, and arrange in known musical forms using rhythm and/or pitch. Students Can: a. Create and document a melodic and/or rhythmic composition using known rhythms and pitches. b. Generate and improvise musical ideas within a musical structure (e.g. rondo). c. Arrange an accompaniment to support a musical idea using known rhythms or pitches.

Related Prodigies PK-5 lessons: Sweet Beets (PK, Wk 34); Gently Sleep Performance (4, Wk 35)

Identify and demonstrate notated melodic, rhythmic, and harmonic patterns. Students Can: a. Melody: Identify and demonstrate musical symbols by name or function. b. Rhythm: Identify and demonstrate four sixteenth notes, dotted half note. c. Harmony: Identify, perform, or respond to harmonic changes using tonic and dominant chords (e.g., intervals, bourdun, ostinato, home tone).

Related Prodigies PK-5 lessons: Recorder Lord/Lady 2 - G to D Five Note Scale (4, Wk 19); Recorder King/Queen 2 - Introduction to Transposing (4, Wk 24)

Identify and demonstrate gradual tempos, dynamics, and articulations. Students Can: a. Tempo: Identify and demonstrate accelerando/ritardando. b. Dynamics: Identify and demonstrate crescendo/decrescendo. c. Articulation: Identify and demonstrate legato, staccato.

Taught in Prodigies PK-5: Dynamics (2, Wk 23); Soft & Loud (K, Wk 15)

Identify and demonstrate advanced form, meter, and timbre elements. Students Can: a. Form/Structure: Aurally identify rondo. b. Meter/Beat Groupings: Identify and demonstrate various time signatures including 2/4, 3/4, 4/4. c. Timbre: Aurally identify instruments and families.

Related Prodigies PK-5 lessons: Seconds - Part III (3, Wk 10); Harmonizing Part I (3, Wk 29)

Select and use specific criteria in making judgments about the quality of a musical performance. Students Can: a. Communicate how expressive qualities (such as dynamics, modality, tempo and meter) are used to reflect expressive intent. b. Communicate similarities and differences in music.

Taught in Prodigies PK-5: When The Saints Go Marching In Performance (3, Wk 35); Seconds - Part II (3, Wk 9)

Identify differences and commonalities in music from various cultures. Students Can: a. Describe vocal and instrumental timbres and their uses in various cultures. b. Communicate similarities and differences in music used for holidays, celebrations, and day-to-day life from various cultures. c. Discuss reasons that different kinds of music are important to different people and cultures.

Taught in Prodigies PK-5: Recorder History - From Medieval to Modern (4, Wk 6); Recorder Lord/Lady 4 - Jingle Bells (4, Wk 21)

Perform/Demonstrate music that exhibits learned rhythmic, melodic, and chordal accompaniment components. Students Can: a. Demonstrate three-part vocal and/or instrumental rounds. b. Demonstrate learned melodic, rhythmic, and harmonic patterns using expressive elements. c. Demonstrate and differentiate between songs in major and minor keys.

Taught in Prodigies PK-5: Recorder Page 2 - High D Shield Patterns (4, Wk 2); Compound Meter Part IV (3, Wk 22)

Perform/Demonstrate complex notated songs with accurate pitch, rhythm, tone, harmony and expressive elements. Students Can: a. Demonstrate melodic, rhythmic, and harmonic patterns with attention to tempo, dynamics, and articulation learned from notation. b. Demonstrate tempo, dynamic and articulation indications in musical examples.

Related Prodigies PK-5 lessons: Recorder Page 1 - Basic Techniques (4, Wk 1); Recorder Knight 4 - Acka Backa (4, Wk 15)

Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance of notated songs. Students Can: a. Engage in refinement and feedback processes to prepare music for performance. b. Self-evaluate to refine musical performance. c. Critique expressive elements performed by others.

Taught in Prodigies PK-5: Gently Sleep Performance (4, Wk 35); When The Saints Go Marching In Performance (3, Wk 35)

Compose, improvise, and arrange musical ideas using rhythms and pitches. Students Can: a. Create and document melodic and/or rhythmic composition in known form using known rhythms and pitches. b. Generate and improvise musical ideas using known rhythms and pitches. c. Arrange a known melody by changing a musical component such as the style (e.g., students in a small group can arrange a song giving it a rap or rock ‘n’ roll feel using cymbals and drums).

Related Prodigies PK-5 lessons: Gently Sleep Performance (4, Wk 35); Recorder Knight 3 - Doggie, Doggie (4, Wk 14)

Identify and demonstrate extended notated melodic, rhythmic, and harmonic patterns. Students Can: a. Melody: Identify and perform, or respond to in major/minor tonalities. b. Rhythm: Identify and demonstrate dotted quarter/eighth, eighth note triplets. c. Harmony: Identify, perform, or respond to basic harmonic patterns. (e.g., I-V, V-I).

Related Prodigies PK-5 lessons: Recorder Lord/Lady 2 - G to D Five Note Scale (4, Wk 19); Recorder King/Queen 2 - Introduction to Transposing (4, Wk 24)

Identify and demonstrate subtle differences in tempos, dynamics, and articulations. Students Can: a. Tempo: Identify and demonstrate fermata. b. Dynamics: Identify and demonstrate mezzo forte, mezzo piano, pianissimo/fortissimo. c. Articulation: Identify and demonstrate accent.

Related Prodigies PK-5 lessons: Recorder King/Queen 4 - Dynamics (4, Wk 25); Recorder Squire 4 - Gently Sleep (4, Wk 10)

Identify and demonstrate complex form, meter, and timbre elements. Students Can: a. Form/Structure: Aurally identify a variety of forms including recurring themes, interludes, canons and theme/variations. b. Meter/Beat Groupings: Identify and demonstrate music in 6/8. c. Timbre: Aurally identify 2+ parts.

Related Prodigies PK-5 lessons: Recorder Lord/Lady 4 - Jingle Bells (4, Wk 21); Recorder Page 1 - Basic Techniques (4, Wk 1)

Discriminate between musical and nonmusical factors in creating criteria for evaluating music. Students Can: a. Evaluate how a variety of musical elements influence musical performance and preference. b. Communicate similarities and differences in music from various historical periods with music of today.

Related Prodigies PK-5 lessons: Beet & Avocado (PK, Wk 26); Holding your Ukulele (5, Wk 5)

Articulate contributions of various cultures to music from American historical periods. Students Can: a. Describe vocal and instrumental timbres and their uses throughout American music history. b. Communicate similarities and differences throughout the history of American music. c. Analyze the influence of the musics of various cultures and their role in American history (Caribbean, Western European, Native American, African, etc.).

Related Prodigies PK-5 lessons: Recorder History - From Medieval to Modern (4, Wk 6); Recorder Lord/Lady 4 - Jingle Bells (4, Wk 21)

Perform/Demonstrate music that exhibits learned rhythmic, melodic, and accompaniment components. Students Can: a. Demonstrate and compare and contrast harmonic changes in songs (e.g., major vs. minor, blues, chord progressions, etc.). b. Demonstrate learned melodic, rhythmic, and harmonic patterns using expressive elements. c. Demonstrate songs in major and minor keys.

Taught in Prodigies PK-5: Chord Progressions Part IV (5, Wk 21); Chord Progressions Part III (5, Wk 20)

Perform/Demonstrate extended notated songs with accurate pitch, rhythm, tone, harmony and expressive elements. Students Can: a. Demonstrate multi-layered rhythmic and melodic pieces and songs (e.g., rounds, partner songs, descants) learned from notation. b. Demonstrate following the director’s indications for expressive elements.

Related Prodigies PK-5 lessons: Compound Meter Part IV (3, Wk 22); Recorder Squire 3 - Hot Cross Buns (4, Wk 9)

Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance. Students Can: a. Engage in refinement and feedback processes to prepare music for performance. b. Self-evaluate to refine musical performance. c. Critique expressive elements performed by others.

Related Prodigies PK-5 lessons: Ode to Joy Performance (1, Wk 35); Wheels on the Bus (K, Wk 35)

Compose, improvise, and arrange a musical idea using rhythm and pitches with accompaniment. Students Can: a. Create and document a melodic and/or rhythmic composition with accompaniment to present a chosen style or mood. b. Generate and improvise musical ideas over an accompaniment (e.g., 12-bar blues, changing chord ostinati or other accompaniment, vocal ostinati). c. Arrange an accompaniment to go with a melody.

Related Prodigies PK-5 lessons: Sweet Beets (PK, Wk 34); Gently Sleep Performance (4, Wk 35)

Identify and demonstrate complex notated melodic, rhythmic, and harmonic patterns. Students Can: a. Melody: Identify and demonstrate awareness of whole/half steps. b. Rhythm: Identify and demonstrate syncopated rhythms. c. Harmony: Identify, perform, or respond to extended harmonic patterns (e.g., I-V, V-I, I-IV-V-I).

Related Prodigies PK-5 lessons: Recorder Lord/Lady 2 - G to D Five Note Scale (4, Wk 19); Recorder King/Queen 2 - Introduction to Transposing (4, Wk 24)

Identify and demonstrate new and learned tempos, dynamics, and articulations. Students Can: a. Tempo: Identify and demonstrate written tempo symbols. b. Dynamics: Identify and demonstrate the written symbols for dynamic changes. c. Articulation: Identify and demonstrate learned written articulations.

Taught in Prodigies PK-5: Hello Am Chord Part I (5, Wk 13); Dynamics (2, Wk 23)

Identify and apply complex form, meter, and timbre elements. Students Can: a. Form/Structure: Identify D.S. al Coda, D.C. al fine, 1st/2nd endings. b. Meter/Beat Groupings: Identify the purpose of the top and bottom number in a time signature. c. Timbre: Aurally identify 3+ parts, and various world instruments.

Taught in Prodigies PK-5: Compound Meter Part II (3, Wk 20); Compound Meter Part I (3, Wk 19)

Create and use specific criteria in responding to a musical performance. Students Can: a. Discriminate between both musical (rhythm, melody, tempo) and nonmusical (text, feelings) elements that influence musical performance and preference. b. Discuss the difference between preference versus quality of musical works.

Taught in Prodigies PK-5: Strumming Bonus Tip (5, Wk 23); Compound Meter Part IV (3, Wk 22)

Identify differences and commonalities in music from a variety of sources and intentions (e.g. historical periods, cultures, genres). Students Can: a. Describe the use of various timbres and rhythmic patterns and their uses in various historical periods and cultures. b. Communicate similarities and differences in music from various historical periods. c. Communicate ways in which music has been important to people throughout historical periods.

Taught in Prodigies PK-5: Strumming Basics (5, Wk 22); Aloha Kakahiaka Performance (5, Wk 35)