Colorado Grade 1 Music Standards

The Grade 1 standards

Expression 3

• MU.1.1.1

  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); Treble Clef Reivew (3, Wk 2); Rhythim Review (2, Wk 4)

• MU.1.1.2

  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); Compound Meter Part IV (3, Wk 22); Compound Meter Part II (3, Wk 20)

• MU.1.1.3

  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); When The Saints Go Marching In Performance (3, Wk 36); C Major Solfege Hand-Sign Review (2, Wk 25)

Creation 1

• MU.1.2.1

  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); Gently Sleep Performance (4, Wk 35); Wheels on the Bus (K, Wk 36)

Theory 3

• MU.1.3.1

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

• MU.1.3.2

  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); Dynamics (2, Wk 23); Singing (2, Wk 21)

• MU.1.3.3

  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); C and Shh (PK, Wk 3); Best Friends, C and G (PK, Wk 4)

Response 2

• MU.1.4.1

  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); Gently Sleep Performance (4, Wk 36); Hello C Chord Part III (5, Wk 10)

• MU.1.4.2

  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); Holiday Songs (1, Wk 15); Recorder History - From Medieval to Modern (4, Wk 6)