Introduction
In first grade, students are introduced to the four artistic processes of music: Creating, Performing, Responding, and Connecting. Students explore various elements of music, sing and play instruments, respond to music with movement or instruments, and connect with music from a variety of cultures.
Teachers may find their students are below grade level depending on the number of class meetings per week, amount of time per class meeting, consistency of previous instruction, etc. Teachers should evaluate their student's knowledge and abilities and use the standards that best fit their learning needs, while working to move the students to the appropriate grade level standards.
The order of the standards at any grade level is not meant to imply a sequence of topics and should be considered flexible for the organization of any course.
Instructional Supports
First Grade Music Standards & Objective Analysis
Welcome to the first grade music standards! To see the analysis for any objective below, click on the blue text or use the navigator bar on the right side of the screen to move to an objective analysis.
| M.CR.1: Generate musical ideas through reading, notating, and/or interpreting music. |
1.M.CR.1.1 Recognize the elements of music, including:
A. Beat/Meter (steady beat, strong/weak beats, long/short sounds, 2/4 and 4/4 meters)
B. Pitch (high/low)
C. Tempo (fast/slow, allegro/largo)
D. Dynamics (forte/piano)
E. Melody (upward/downward, steps/skips, and repeats)
F. Harmony (sing in unison, accompanied using pitched and unpitched instruments)
G. Form (introduction, call/response, Question/Answer, verse/refrain, and AB)
H. Tone Color (classroom percussion and instrument families of the orchestra)
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1.M.CR.1.2 Improvise melodic and rhythmic answers with or without a system syllables, numbers or basic notation using voice, classroom instruments, or technology to demonstrate basic notation.
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1.M.CR.1.3 Improvise movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples.
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1.M.CR.1.4 Use an identified system of syllables, numbers, or letters to demonstrate basic notation:
Rhythmic (quarter note, quarter rest, paired eighth notes)
Melodic (sol mi la) |
M.PR.1: Present or demonstrate an existing work, formally or informally, with appropriate expressive and technical skills.
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1.M.PR.1.1 Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing traditional and/or non-traditional instruments (i.e., found sounds).
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1.M.PR.1.2 Match pitches, sing in tune, and use appropriate tone and expression.
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1.M.PR.1.3 Play steady beat and simple ostinati using instruments or body percussion to accompany songs and rhythm activities.
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| 1.M.PR.1.4 Perform simple patterns with voice or on pitched or unpitched traditional or non-traditional instruments. |
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M.RE.1: Respond to music while demonstrating respect for others’ music preferences and music performances.
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1.M.RE.1.1 Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.
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1.M.RE.1.2 Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed.
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| 1.M.RE.1.3 Respond, using directional movements or manipulatives, to the melodic contour of familiar and unfamiliar songs. |
| 1.M.RE.1.4 Discuss likes and dislikes of music in different styles. |
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M.CN.1: Recognize the development of music from a social, cultural, and historical context.
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1.M.CN.1.1 Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.
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| 1.M.CN.1.2 Experience American music, including work songs, holiday songs, and patriotic music. |
| 1.M.CN.1.3 Identify music and instruments from different cultures. |
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