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K–12 Standards

Music: Grade 1

Other Maine Visual and Performing Arts sets

Listen to, apply criteria, and interpret the artist’s intended meaning.A1

  • a

    With guidance, identify characteristics and themes within diverse music experiences.B.1.A1.a

Interpret and express music through movement.A2

  • a

    Respond to expressive qualities of music through movement.B.1.A2.a

Connect with a variety of musical experiences through relationships between music and personal understandings.B1

  • a

    With guidance, identify emotions and personal connections that relate to a selected piece of music.B.1.B1.a

Connect with a variety of musical experiences through the relations between music, the other arts, and other disciplines.B2

  • a

    Explore how music relates to other disciplines when experiencing music.B.1.B2.a

Connect with a variety of musical experiences through the relationships between music, history, and culture.B3

  • a

    With guidance, experience repertoire from a variety of societal, cultural, and historical contexts by singing, moving, and playing in a manner appropriate to the context of the music.B.1.B3.a

Perform a rich and diverse repertoire of music.C1

  • a

    With guidance, sing in head voice and demonstrate types of voices.B.1.C1.a

  • b

    With guidance, perform on a variety of classroom instruments with proper posture and basic techniques.B.1.C1.b

  • c

    With guidance, perform a variety of melodies and call-and-response songs.B.1.C1.c

Apply criteria and feedback to rehearse and re-create musical experiences.C2

  • a

    Share short songs as a group with others, in formal and/or informal settings. With guidance, apply teacher-provided feedback.B.1.C2.a

Audiate and communicate musical ideas.D1

  • a

    As a group, audiate and perform the motions of a poem and/or song.B.1.D1.a

Read and communicate musical ideas using terms and symbols.D2

  • a

    With guidance, show melodic contour and echo a variety of tonal patterns and/or fragments vocally.B.1.D2.a

  • b

    With guidance, maintain a steady pulse in duple and triple meter.B.1.D2.b

  • c

    With guidance, identify music opposites using applicable descriptors.B.1.D2.c

Generate and conceptualize musical ideas.E1

  • a

    With guidance, improvise/create short answers, rhythmic patterns, beat motions, and/or word substitutions.B.1.E1.a

Organize and develop musical ideas to achieve a creative goal.E2

  • a

    With guidance, choose visual and kinesthetic representations of sound.B.1.E2.a

Refine and complete music work.E3

  • a

    With guidance, apply collaborative alterations to a familiar song or poem.B.1.E3.a

Identify positive inter- and intra-personal skills that impact the quality of a musician’s art and participation in the arts.F1

  • a

    Explore cooperative skills (individual and group responsibilities) in order to perform as a group.B.1.F1.a

Make technical and expressive adjustments to meet the goals of the performing group.F2

  • a

    With guidance, perform words, motions, and/or instruments of songs and poems in time with the group.B.1.F2.a

Frequently asked questions

What grade levels do these standards cover?
Grade 1

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