Communication and Expression

Creative Arts and Expression


Music

Goal 1: Children engage in making and listening to music as a vehicle for expression and learning.

By the end of each age group or grade level, most children will have met prior age group or grade level standards in this domain.

Infants Through Older Toddlers

Infants

(0-12 Months)

  1. Imitate sounds by babbling and other vocalizations during or after an adult sings or chants
  2. Attend to and make eye contact with caregivers who are singing
  3. Use toys and objects as instruments to make sounds (e.g., bang pot with a wooden spoon)

Young Toddlers

(9-18 Months)

  1. Recognize and associate a particular song or sound with a particular meaning (e.g., clean-up song)
  2. Use toys and objects to intentionally make sounds
  3. Experiment with objects to change sound
  4. Imitate sounds heard (e.g., repeat “moo” when prompted)

Older Toddlers

(18-36 Months)

  1. Explore and use rhythm instruments to make music
  2. Use objects or instruments to experiment with rhythms
  3. Sing and clap during individual or group activities
  4. Demonstrate enjoyment in making music through participation and repetition
  5. Make up simple and often nonsense songs
Younger Preschoolers Through Kindergartners

Younger Preschoolers

(36-48 months)

  1. Use simple musical instruments to produce rhythms and tones
  2. Repeat a short melody
  3. Show awareness of different musical tempos, beats and rhythms by clapping or playing simple instruments
  4. Identify different musical instruments
  5. Participate willingly in music activities
  6. Describe musical experiences they have participated in or observed

Older Preschoolers

(48-60 months)

  1. Experiment with musical instruments
  2. Recall and imitate different musical tones, rhythms, as they make music
  3. Express creativity through music
  4. Participate in music activities such as clapping, stomping, listening or singing

Kindergartners

Skill Development

  1. No indicators in this sub-section for PREK-K

Reflection and Critique

  1. Use specific vocabulary to describe music (e.g., loud/quiet)
  2. Critique using affirmative statements (e.g., I like...)

Making Connections

  1. Communicate ideas, feelings from other disciplines (e.g., create sound of a tornado, imitate the sound of rain)

Approach to Work (i.e., Visual Arts)

  1. Demonstrate willingness to take part in musical activities
  2. Use materials and work space safely
  3. Participate in individual and/or group activities
  4. Respond constructively as a member of an audience
First Graders Through Third Graders

First Graders

Skill Development

  1. Create music by improvising with instruments and voices based on poetry, songs, media
  2. Create music by composing, using graphic and symbol systems
  3. Participate in music by singing alone and in unison, using various rhythms and maintaining a steady beat
  4. Play music with instruments, alone and with others, using various instruments, in rhythm, maintaining a steady beat
  5. Demonstrate music concepts by moving, drawing, and singing/playing instruments in response to contrasting music (e.g., high/low, long/short)
  6. Demonstrate music concepts by reading and notating familiar symbols (e.g., quarter, eighths notes and quarter rests) through playing, singing

Reflection and Critique

  1. Describe music using specific vocabulary (e.g., loud/soft)
  2. Critique music by making affirming statements
  3. Critique and revise music by asking questions of own and others’ music

Making Connections

  1. Connect music with other disciplines by identifying similarities and differences in genres
  2. Connect music with other disciplines (e.g., show understanding of music through illustration or movement or sound)
  3. Describe what a musician does

Approach to Work (i.e., Visual Arts)

  1. Demonstrate willingness to take part in musical activities
  2. Participate willingly in individual and group music activities
  3. Respond constructively as audience

Second Graders

Skill Development

  1. Create music by improvising with instruments and voices based on poetry, songs, media
  2. Create music by composing, using graphic and symbol systems
  3. Participate in music by singing alone and in unison, using various rhythms and maintaining a steady beat
  4. Play music with instruments, alone and with others, using various instruments, in rhythm, maintaining a steady beat
  5. Demonstrate music concepts by moving, drawing, and singing/playing instruments in response to contrasting music (e.g., high/low, long/short)
  6. Demonstrate music concepts by reading and notating familiar symbols (e.g., quarter, eighths notes and quarter rests) through playing, singing

Reflection and Critique

  1. Describe music using specific vocabulary (e.g., loud/soft)
  2. Critique music by making affirming statements
  3. Critique and revise music by asking questions of own and others’ music

Making Connections

  1. Connect music with other disciplines by identifying similarities and differences in genres
  2. Connect music with other disciplines (e.g., show understanding of music through illustration or movement or sound)
  3. Describe what a musician does

Approach to Work (i.e., Visual Arts)

  1. Demonstrate willingness to take part in musical activities
  2. Participate willingly in individual and group music activities
  3. Respond constructively as audience

Third Graders

Skill Development

  1. Create music by improvising simple rhythmic accompaniments, short instrumental pieces and songs
  2. Compose and arrange with a variety of sound sources (e.g., electronic sounds)
  3. Sing alone and with others, on pitch, in rhythm, maintaining steady beat
  4. Play musical instruments alone and with others on pitch, in rhythms
  5. Use music concepts and vocabulary by moving, drawing, singing or playing instruments in response to types of music (e.g., pitch, tempo, form)

Reflection and Critique

  1. Describe music using specific vocabulary (e.g., tempo, dynamics)
  2. Interpret music by explaining qualities that may evoke emotion and meaning
  3. Compare and contrast music including own pieces
  4. Critique using specific evidence
  5. Suggest changes and respond to suggested changes that are effective

Making Connections

  1. Identify roles of music and musicians in community
  2. Create or perform music based on a culture
  3. Describe how music has a relationship to time and place (e.g, spirituals)

Approach to Work (i.e., Visual Arts)

  1. Generate and try out strategies to solve music problems they encounter

Vermont Agency of Education
Secretary Daniel M. French
219 North Main Street, Suite 402
Barre, VT 05641

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