• Using a variety of melodic patterns and different tempi will change the personality of a song
• Knowing and understanding various notations and terms are required to read, write, and create music
• Different skills and techniques will help me identify my likes and dislikes when listening to a variety of songs
• Movement and dance are an important part of all cultures

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

• How can a variety of melodic patterns give personality to my song?
• In what ways do putting different tempi into a song make it change or stay the same?
• How will being able to identify quarter notes, quarter rests, bar-lines, double bar-lines, and repeat signs help me in writing/creating a song?
• How will being able to identify quarter notes, quarter rests, bar-lines, double bar-lines, and repeat signs help me in reading to play a song?
• Why is it important that we learn how to notate music as it is clapped or played to us?
• Why is it important that we can define piano and forte?
• How does improvising music help me as a composer?
• How can I know which songs I like or dislike?
• What makes songs likeable or dislikable?
• In what ways will my hearing assist me when listening to a song?
• How will being able to differentiate dynamic levels, pitches, and timbres assist me when listening to a song?
• How do singing, movement and dance help me compare different traditions through music?
• How do American Folk songs help me in understanding music in my community?

Standards-Based Assessments
Standard I. Sings and plays instruments, alone and with others. (Sings within a group using the head voice. Echoes melodic patterns/phrases within a limited range.  Performs the steady beat throughout a song.  Performs a given part at different tempi.)
Standard II.  Reads and writes musical notation. (Identifies quarter notes and quarter rests. Identifies a bar line, double bar line, and repeat sign. Defines the dynamic symbols p and f. Draws quarter notes and quarter rests. Notates rhythmic patterns using quarter notes and quarter rests.)
Standard III.  Creates music. (Creates a rhythmic pattern using quarter notes and quarter rests.  Improvises sound effects to accompany an idea, story, and/or song.)
Standard IV.  Analyzes/describes and evaluates music. ( Identifies the dynamic levels heard in given examples as piano or forte. Identifies two given pitches as the same or different.  Identifies the timbres heard in given examples as vocal, instrumental, or environmental.  Identifies criteria for evaluating personal compositions and performances.  Expresses a personal preference for a certain piece of music when given 2-3 choices.)
Standard V.  Demonstrates an understanding of music in relation to history, culture, and community traditions. (Performs movements/dances from various countries/cultures.  Performs/identifies music associated with various world cultural traditions.  Performs/identifies American folk songs.  Identifies sources/contexts of music from personal daily experiences.  Performs/identifies music that reflects community traditions.)

Math in Music
Identify simple patterns (assessment and exploration).
Standard 5:  Measurement - October Measure using nonstandard units (cubes, paperclips)
Music classes reinforce the study of patterns and measurement in mathematics. Through music exercises, students observe patterns in beat, rhythm, and melodic patterns. Music lessons demonstrate how time can be measured by musical measures which are made of units called beats. Music lesson reinforce number sense as students recognize and sing intervals and use music terms to describe where notes are located on a scale; high or low. Singers will Identify simple patterns in songs.

Literacy in Music
Phonemic Awareness:  Hear the similarities of sounds in words and rhythmical patterns in a sequence (e.g. word families).  Count the number of syllables in a word (word parts)  Initial sounds. Segment words into phonemes and sounds. 
Music classes reinforce literacy skills by helping students hear the similarities of sounds in words and rhythmical patterns in a sequence (e.g. word families). Music allows students to hear the number of syllables in words as they learn to sing songs with simple melodies. Rhythm activities with block, sticks, and rhythm instruments help students hear and feel the rhythm in multi-syllabic words.