Elementary Music

Instructional Guide 2025-2026

Elementary Music

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About the Instructional Guide

ARTS INSTRUCTIONAL GUIDE OVERVIEW A rigorous education in the arts is incredibly important. In addition to developing the next generation of performers and artists, the arts can build skills of creativity, collaboration, analysis, synthesis, and problem-solving that will help students succeed in any endeavors they pursue. This instructional guide offers guidance to educators as they plan engaging and impactful learning experiences in their classes by providing several supports, including standards, learning progressions, grade-level guides, curricular resources, and more . FINE ARTS STANDARDS The Fine Arts Standards for the state of Utah are broken up into four strands . These strands - Create , Perform/Present , Respond , and Connect - touch on all areas of how students can plan, make, share, and think about art. Each strand is important in student development. COURSE AT A GLANCE The Course at a Glance section can help educators think in terms of skills and projects for their classes. Since the standards include skills that can be developed and assessed in several different ways, teachers have the freedom to build unit and year-long maps that best serve the needs of the class and the students. The Course at a Glance section does not dictate a specific progression but can help educators consider how a range of projects can touch on all standards and bring rigor and variety to the course. EXAMPLE LESSONS, ACTIVITIES, AND RESOURCES Throughout the guide are links to resources to help with planning , instruction , and assessment . It is important to utilize trusted and approved resources to enhance the learning experiences of students. By employing district-approved resources for instruction, teachers can ensure compliance with educational standards and foster a safe and robust learning environment. CREDITS & CONTRIBUTIONS This guide was developed by the CSD Elementary Music Teacher Leaders, including Sherise Longhurst and Haley Hanzon, with contributions and coordination from CSD Elementary BTS Arts Specialist, Mindy Curtis.

K-5 Music Focus Principles & Concepts at a Glance Grade Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade

●​ Music games ●​ Singing call-and-response, echo, and story songs ●​ Movement and dance exploration ●​ Puppet interactions ●​ Rhythm clapping ●​ Simple body percussion ●​ Simple soundscapes ●​ Simple improvisation ●​ Historical music exposure ●​ Notation exposure ●​ Introductory instrument exploration

●​ Music games ●​ Singing call-and-response, echo, and story songs ●​ Practicing simple rounds. ●​ Movement and dance exploration ●​ Folk and square dance ●​ Puppet interactions ●​ Soundscapes ●​ Improvisation ●​ Historical music exposure ●​ Story songs ●​ Notation exploration ●​ Instrumental music using introductory instruments such as boom whackers and simple percussion ●​ Rhythm clapping ●​ Body percussion Needs of living things, weather, space, story, character, setting, government, friendship, kindness, community, decision-making, shape attributes, problem/solution, add & subtract to 20.

●​ Music games ●​ Singing call-and-response, echo, and story songs. ●​ Practicing simple rounds. ●​ Movement and dance exploration ●​ Folk and square dance ●​ Puppet interactions ●​ Soundscapes ●​ Improvisation ●​ Historical music appreciation ●​ Story songs ●​ Notation exploration ●​ Instrumental music using introductory instruments such as boom whackers and simple percussion Life cycle, habitats, states of matter, character conflict, expressive word meanings, personal or family stories, citizenship, being a good friend, telling time, add/subtract to 100, & simple story problems. ●​ Rhythm clapping ●​ Body percussion Recognize pitches by sight, sound, and/or hand signs as well as melodic direction and contour. Practice recognizing notes on a staff. See, hear, and recognize pitch patterns. Interact with and explore simple two-part rounds as well as simple rhythmic and melodic ostinatos. Interact with and explore tempo, dynamics, and timbre in either vocal or instrumental music. Recognize and identify basic tempo and dynamic markings. Create and keep both beat & simple rhythms. Explore steady beat, divided beat, and silence.

●​ Music games ●​ Singing rounds, simple counterpoint & other advancing music ●​ Folk and square dance ●​ Body percussion

●​ Music games ●​ Singing rounds, simple counterpoint & other advancing music ●​ Folk and square dance ●​ Body percussion

●​ Music games ●​ Singing rounds, simple counterpoint & other advancing music ●​ Folk and square dance ●​ Body percussion

●​ Soundscapes ●​ Improvisation

●​ Soundscapes ●​ Improvisation

●​ Soundscapes ●​ Improvisation

Age-Aligned Music Activity Examples

●​ Guided, simple composition ●​ Historical music appreciation ●​ Notation reading and writing ●​ Instrumental music using

●​ Guided, simple composition ●​ Historical music appreciation and analysis ●​ Notation reading and writing ●​ Instrumental music using

●​ Guided, simple composition ●​ Historical music appreciation and analysis ●​ Notation reading and writing ●​ Instrumental music using

intermediate instruments such as Orff, recorders, or ukuleles

intermediate instruments such as Orff, recorders, or ukuleles

intermediate instruments such as Orff, recorders, or ukuleles

Seasons, force and motion, living things, story, character, setting, emotions, rules, responsibilities, school & local community, numbers to 100, basic add/subtract with objects, & shapes.

Animal survival traits, climate patterns, forces affecting motion, story details, figurative

Organisms, energy transfer, wave patterns, Utah history & geography, figurative language, plot structure, goal setting, & positive communication.

Earth systems, matter changes & cycles, U.S. history & geography, figurative language, plot structure, & personal values/beliefs.

Grade-Level Integration Connections

language, constitution, government, arithmetic patterns, time intervals, & multiplication to 12.

Explore concepts of beat and divided beat. Keep a steady beat.

Distinguish beat vs. rhythm. Explore concepts of beat & divided beat.

Create and keep both beat & simple rhythms. Explore steady beat, divided beat, and silence.

Explore and utilize more complex rhythms. Understand and apply the use of time signatures. Sing, read, and recognize pitch patterns. Explore musical question- and-answer phrases. Play and read notes on the staff. Interact with and explore more complex two and three-part rounds and partner songs as well as rhythmic and melodic ostinatos. Interact with and explore tempo, dynamics, timbre, phrasing, and articulation in both vocal and instrumental music. Recognize and identify more complex dynamic markings.

Explore and utilize more complex rhythms. Understand and apply the use of time signatures. Sing, read, and recognize pitch patterns. Play and read notes on the staff. Write simple melodic phrases. Interact with and explore more complex two and three-part rounds and partner songs as well as rhythmic and melodic ostinatos and descants. Interact with and explore tempo, dynamics, timbre, phrasing, and articulation in both vocal and instrumental music. Recognize and identify more complex dynamic markings.

Rhythm

Distinguish speaking vs. singing. Listen to different voices and environmental sounds. Practice matching pitch, and singing in -tune.

Recognize pitches by sight, sound, and/or hand signs as well as melodic direction and contour. Practice matching pitch & singing in tune. See, hear, and recognize pitch patterns.

Sing, read, and recognize pitch patterns. Explore musical question- and-answer phrases. Play and read notes on the staff.

Melody

Identify and explore instrument families.

Identify and interact with simple ostinatos.

Interact with and explore more complex two-part rounds and partner songs as well as rhythmic and melodic ostinatos.

Harmony

Listen for, explore, and recognize comparatives in music: loud/soft, fast/slow, high/low, up/down, same/different, sound/silence, smooth/detached, etc.

Interact with and explore tempo, dynamics, and timbre in either vocal or instrumental music.

Interact with and explore tempo, dynamics, and timbre in both vocal and instrumental music. Recognize and identify basic tempo and dynamic markings.

Expression

K-5 Music Focus Standards at a Glance

Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Grade

1: Explore steady beat, timbre, and melody.

1: Generate musical ideas for a specific purpose using limited tone sets and simple meters.

1: Improvise rhythmic and melodic patterns and musical ideas for a specific purpose using limited tone sets and simple meters. 11: Explore, practice, and perform music with purpose, expression & technical accuracy. Follow the conductor to perform and demonstrate appropriate performance behavior.

1: Improvise rhythmic and melodic patterns and musical ideas for a specific purpose using a specific tone set and simple meters. 11: Explore, practice, and perform music with purpose, expression, technical accuracy, & interpretation. Follow the conductor to

1: Improvise rhythmic and melodic patterns and ideas. 2: Explain the connection of music to purpose and context. 11: Explore, practice, and perform music with purpose, expression, technical accuracy, & interpretation. Follow the conductor to

2: Explain the connection of music to purpose and context. 3: Generate musical simple musical ideas and phrases. 10: Show persistence and cooperation in refining a performance. 11: Explore, practice & perform music with purpose, expression, technical accuracy, & interpretation. Follow the conductor to 1: Listen to and interact with a variety of music. 3: Display proper audience etiquette. 8: Describe and evaluate various elements in music. 2: Draw upon interests, experience, and knowledge when interacting with music. 3: Deepen understanding of another content through music. perform using proper performance decorum.

Create

Generate musical ideas using limited tone sets and simple meters. 2: Explore various timbres, dynamic levels, and tempos using voice, movement, and simple instruments. 4: Demonstrate appropriate practice and performance behavior.

2: Explore various timbres, dynamics & tempos, using voice, movement, & simple instruments. 4: Follow the conductor and demonstrate appropriate performance behavior.

Perform

perform using proper performance behavior.

perform using proper performance decorum.

3: Show feelings conveyed by music through movement.

1: Engage with a variety of contrasting music to recognize steady beat, repeating, patterns, & expressive elements.

1: Listen to and interact with a variety of contrasting music while recognizing various elements of music.

1: Listen to and interact with a variety of music. 3: Display proper audience etiquette. 4: Describe feelings or imagery conveyed by music. 1: Draw upon interests, experience, and knowledge when interacting with music. Deepen understanding of another content through music.

1: Listen to and interact with a variety of music. 3: Display proper audience etiquette. 8: Describe and evaluate various elements in music. 2: Draw upon interests, experience, and knowledge when interacting with music. Deepen understanding of another content through music.

Respond

1: Sing folk songs and games from other cultures. 4: Deepen understanding of another content through music.

1: Deepen understanding of another content through music. 2: Sing folk songs and games from other cultures.

1: Deepen understanding of another content through music. 2: Explore common musical genres across cultures.

Connect

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CSD K-5 Music Example Activities, Lessons, & Projects Music Principles, Concepts, & Skills-Focused Examples Musicplay Online K-5 collections of theory , listening , & instrument units

Resource with Link

Grades Learning Intention and Success Criteria

Musicplay Online* Note Values Musicplay Online*: Beat and Rhythm Music ConstructED: Alligator Beats Music ConstructED: Bear Can’t Wait Music CosntructED: Ssshhh Kebabs, A Rhythmic Recipe Music ConstructED: Sleepy Sheepy Musicplay Online*: Dynamics Musicplay Online*: Tempo Musicplay Online*: Composition Musicplay Online*: Treble Staff Lesson and Bass Staff Lesson Music ConstructED: Vocables Music ConstructED: Conversation Time Music ConstructED: Solfege Improv

K-5th I am learning about note values so I can read and use musical notation. I’ll know I have it when I read and play musical notation. K-2nd I am learning about musical beat and rhythm so I can use these skills when making music. I’ll have it when I keep a steady beat & make musical rhythms. K-2nd I am learning rhythms in a steady beat so I can move and make music with these skills. I’ll have it when I can “chomp” a beat and a rhythm. K-2nd I am learning quarter and eighth notes so I can identify, read, and notate these notes. I’ll have it when I can read, sing, and write simple rhythms. I am learning about quarter, eighth, and half notes so I can use these notes in music. I’ll know I have it when I can create a four-beat rhythm pattern with quarter, eighth, and half notes. K-2nd I am learning about solfege and ostinatos so I can use these skills when making music. I’ll have it when I can sing and play a melodic ostinato. K-2nd I am learning musical dynamics so I can use variety when making music. I’ll know I have it when I can follow and use musical dynamics. 1st-2nd I am learning about musical tempos so I can use variety when making music. I’ll know I have it when I can follow and use musical tempos. 2nd-5th I am learning about musical composition so I can use these skills when creating music. I’ll know I have it when I can create a simple musical phrase. 3rd-5th I am learning about the musical staff so I can use this skill when reading music. I’ll know I have it when I can recognize and use notation on the staff. K-2nd 3rd-5th I am learning about vocables so I can use them to perform improvisations. I’ll have it when I perform question-and-answer improvisation using vocables. 3rd-5th I am learning improvisation skills so I can perform verbal improvisations. I’ll have it when I can recognize and perform a verbal question/answer improv. 3rd-5th I am learning solfege and improvisation skills so I can perform musical improvisations. I’ll have it when I can recognize and perform a question-and-answer improvisation using solfege. 4th-5th I am learning musical time signatures so I can use this skill when reading music. I’ll know I have it when I can read and use musical time signatures.

Musicplay Online*: Time Signatures

*CSD Educators must log in to their Musicplay Online account to view Musicplay resources.

Content Integration-Focused Examples Musicplay Online* K-5 collection of literacy units

Resource with Link

Grades Learning Intention and Success Criteria

BYU McKay School: Fall in Line, Holden Creative Vocal Play

K-5th I am learning about vocal music play and the main idea in a story, so I can vocally improvise around a theme. I’ll know I have it when I can use vocal play to tell a story with sounds. ELA integration K-3rd I am learning beat and rhythm along with the needs of living things and their habitats, so I can make music on the topic. I’ll have it when I can create a four-bead pattern about the habitat of an animal. Science Integration K-3rd I am learning about verbs so I can use verbs to inform a vocal performance. I’ll know I have it when I can use verbs to inform a music and movement performance. ELA & Dance Integration I am learning about opposites so I can recognize opposites in music and daily life. I’ll know I have it when I can sing a song and play a game using opposites. Social Studies Integration I am learning about steady beats and my classmates, so I can make new friends while singing music in class. I’ll have it when I can sing with a steady beat and sing the names of my classmates. ELA & Health Integration I am learning to sing and move naturally, as well as about prepositions, so I can perform a song guided by prepositions. I’ll have it when I move to show the prepositions in the song. Dance & ELA Integration I am learning about different vocal timbres so I can change and control my voice when speaking. I’ll have it when I can listen for and use different vocal timbres. ELA Integration I am learning about instrument sounds so I can tell the difference between instrument sounds. I’ll have it when I can talk and write about the difference between instrument sounds. ELA Integration I am learning the custom of singing games in West Africa and Ghana, so I can play games from a new culture. I’ll have it when I can play a call-and-response song and compare it to American singing customs. ELA Integration 2nd-3rd I am learning about adjectives and the rhythm of a melody, so I can sing a song using adjectives. I will have it when I can identify and sing adjectives in a song. ELA integration I am learning about fractions and rhythms, so I can use fractions and rhythms to inform my movement. I will have it when I can create a movement sequence that shows a fraction through a rhythm. Math & Dance Integration I am learning about figurative language as well as other musical principles and concepts, so I can analyze the meaning of music. I’ll have it when I analyze and speak about the meaning of lyrics and music in a song. ELA Integration K K K 1st 2nd 2nd 3rd 3rd

BTS Arts: Wide Mouth Frog

BTS Arts: Rig-A- Jig-Jig Word Choice

BTS Arts: Same & Different

CSD Wonders Integrations: Make New Friends

BTS Arts: Charlie Over the Ocean

CSD Wonders Integrations: Sounds Around Me CSD Wonders Integrations: Sounds of the Orchestra CSD Wonders Integrations: Che Che Kule

BTS Arts: Paw Paw Patch: Adjectives

BTS Arts: Musical Fractions

CSD Wonders Integrations: Meaning in Music

*CSD Educators must log in to their Musicplay Online account to view Musicplay resources.

Content Integration-Focused Examples Musicplay Online* K-5 collection of literacy units

Resource with Link

Grades Learning Intention and Success Criteria

3rd-5th I am learning numeric multiples as well as musical patterns and tempo, so I can use these skills when making music. I’ll have it when I can fluently use multiples while performing a pattern of strong and weak beats at a steady tempo. I am learning numeric patterns as well as musical patterns and tempo, so I can use these skills when making music. I’ll have it when I play music using mathematical expressions representing patterns of strong and weak beats. I am learning mathematical expressions as well as musical patterns and tempo, so I can use these skills when making music. I’ll have it when I can recognize and use numeric patterns in both sound and mathematical expressions. I am learning about music during the time of the Utah pioneers so I can better understand historical music. I’ll have it when I can analyze sheet music, practice writing lyrics, and learn a dance to pioneer music. Social Studies & Dance Integration I am learning how composers use animal sounds as inspiration, so I can appreciate and create music using animal sounds. I’ll have it when I improvise animal sounds using classroom percussion instruments. ELA Integration I am learning how people have made a difference through music so I can analyze and discuss music for a social purpose. I’ll have it when I identify ways one person can make a difference and express my thoughts on this subject. ELA & Social Studies Integration 4th-5th I am learning about the Transcontinental Railroad and meter in music so I can explore this topic through music. I will have it when I can find different meters in music, research, and present historical music about the railroad, and compare groups impacted by the railroad. ELA & Social Studies Integration 4th-5th I am learning about the Transcontinental Railroad, rhythm, and soundscapes so I can create a rhythmic soundscape inspired by a theme. I’ll have it when I can create a rhythmic soundscape inspired by the Transcontinental Railroad. ELA & Social Studies Integration I am learning about music during the time of the Underground Railroad and musical patterns to better understand historical music. I’ll have it when I read a music map to see patterns in the song. Social Studies Integration I am learning about figurative language and musical principles so I can better understand music with lyrics. I’ll have it when I analyze how the lyrics and musical elements of a popular song express meaning. ELA Integration I am learning about the Civil War and instrument families so I can use this information to play music along with a story. I’ll have it when I can play appropriate music to a story about the Civil War. Social Studies Integration 3rd-5th 3rd-5th 4th 4th 4th 5th 5th 5th

BTS Arts: Music Multiples #1, Skip Counting BTS Arts: Music Multiples #2, Math Expressions BTS Arts: Music Multiples #3, Factor Families

BTS Arts: Music and the Pioneers

CSD Wonders Integrations: Animal Music CSD Wonders Integrations: Change through Song

BYU McKay School: Railroad Meter

BYU McKay School: Railroad Rhythms

BYU McKay School: Follow the Drinking Gourd CSD Wonders Integrations: Meaning in Music BTS Arts: The Civil War and Instrument Families

*CSD Educators must log in to their Musicplay Online account to view Musicplay resources.

Seasonal, Cultural, and Genre-Focused Examples Art of Ed: How to Teach Culture with Integrity in the Art Room BYU Arts Partnership Native American Curriculum Initiative Lessons Musicplay Online* K-5 collection of festival/holiday & world music units

Resource with Link

Grades Learning Intention and Success Criteria

Musicplay Online*: Back to School Unit

K-5th I am learning about safe, respectful, and responsible behavior along with timbre and beat, so I can make good choices when making music. I will know I have it when I can sing & play games using music room behavior. K-5th I am learning the Star Spangled Banner so I can appreciate and understand the National Anthem. I’ll know I have it when I sing and/or play the Star Spangled Banner. K-5th I am learning body percussion skills so I can make music with my body. I will have it when I follow & practice a guided body percussion routine.

Musicplay Online*: Star Spangled Banner

Musicplay Online*: Intro to Body Percussion & Songs Musicplay Online*: Intro to Boom -whackers & Songs BYU McKay School: Pie Rhythms Music ConnectedED: Omochio Hand Clapping Game BYU McKay School: Piute Alphabet Song

K-5th I am learning to play boomwhackers so I can work together and make music with a group. I’ll know I have it when I can read, follow, and contribute to playing a song using boomwhackers.

K-2nd

I am learning rhythms in a steady beat so I can make rhythms that follow the steady beat. I’ll have it when I can create, say, and play the rhythms of words.

K-2nd I am learning the Japanese music game Omochio so I can explore a new folk music tradition. I’ll have it when I can play the Japanese music game Omochio with a partner. 1st-5th I am learning about the English and Paiute languages through music so I can compare and contrast the two. I’ll know I have it when I practice the Paiute Alphabet song and compare the Paiute and English Alphabets. 2nd-5th I am learning about Navajo food, cultural music, and soundscapes so I can make music on a topic. I’ll know I have it when I create music and sound about Navajo fry bread. 2nd-5th I am learning drumming skills so I can make percussion music. I will have it when I read & practice a guided drumming routine.

BYU McKay School: Fry Bread Music

Musicplay Online*: Intro to Bucket Drumming & Songs Music ConstructED: Dia De Los Muertos Rhythmic Compositions Music ConnectED: Sounds of Culture

3rd-5th

I am learning about Día de Los Muertos traditions and rhythmic compositions so I can create music about a topic. I’ll have it when I can compose a rhythm inspired by Día de Los Muertos.

3rd-5th I am learning how music is used for communication and connection between people, so I can use music to express ideas. I will have it when I can create and perform a collaborative piece of music that expresses an idea.

*CSD Educators must log in to their Musicplay Online account to view Musicplay resources.

Elementary Music Resourcesfifi

MusicPlay Online Homepage - District-paid elementary music curriculum resource. Must log in with MusicPlay Online credentials. Music Elements and Concepts Vocabulary - Elementary music vocabulary list. UEN Elementary Song Book - Created by Utah Fine Arts educators in partnership with the Fine Arts division of the Utah State Board of Education, and features practical music lessons correlated to the strands in the Utah State Music Core curriculum standards. UEN BTS Arts Lesson Plans and BTSarts.org Lesson Plans - Arts-integrated lesson plans for grades K-6 created by BTS Arts Educators and shared by USBE BTS specialists. The same lesson plans are housed on both platforms. . BYU Arts Partnership Music Homepage - Includes element and concept vocabulary, basic music skills list, vocal warmups, teaching ideas, and lesson plans. Music ConstructED Lesson Sketches - Can be filtered by topic, concept, and grade. Teaching Music Tomorrow - Channel features an extensive list of music teaching and lesson ideas. CSD Brain Booster Elementary Arts Shared Drive - Must log in with CSDDOCS Google Account and be added to the resource. CSD Elementary Music Shared Drive - Must log in with CSDDOCS Google Account and be added to the resource.

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Question Stems for Arts Classes

Teacher as Director/ Conductor

Revising with Teacher Guidance

• What do we need to do today? Why do you think we are ____? • What is the purpose behind me asking you to ______? How will ___ help us get to our final product/ performonce? • Whot ospect of whot I am asking you to do is easiest? Why? What aspect of what I am asking you do to is the biggest challenge? Why? Have we done before? When? • How does ___ .=:_ connect with what you have done before? • Is there another way to do this? What else can we do? What are the strengths/ weaknesses of various approaches?

What will this technique, dynamic, or action bring to our piece? What worked about ? • What is next as we work onthis? What do you have to do to make a change? Do you see/ hear/ feel why this is different? Sit down (or stand up) if you feel that you have a handle on this section. • Share your success or your frustration with a partner. What do you and your partner agree on? How should we address frustrations we have at this point? Which approach, technique, choice, or action is the most effective for ___? Why? Which approach, technique, choice, or action is most effective for you? Why? Can you do this on your own now?

What would you do here next? Why? What have we accomplished today? • Can you do this one your own now?

Building Skill Sets Led by Teacher

Revising During Independent Work

• Why did we do this activity today? Where might we use what we did in this activity? • Explain this technique to a partner. How does this build on other skills we have used? • How do you feel about this skill/ technique? How does this connect to the project we are working on? What do you need to do to be more comfortable in this skill? Can you do this on your own now? Planning and Understanding the Process • What steps in the process will you focus on today? What questions do you have about ____? What is your goal for today? • What is your�oal for the end of this project or performance. What will you need to do today to help meet your goals? • What additional questions do you have to help you determine what to focus on today?

• How can you refine your technique? What is the best thing about what you are doing right now? Why? How can you take what you are doing in your best work and incorporate ii through your whole piece? What are you least satisfied with regarding where your work stands ri g ht now? What will you do to revise or adjust what you are not satisfied with? What new element can you add to your work? • How can you play with your piece or do something unplanned to open new possibilities? What is something you discovered working on your piece today?

• What do you want to communicate to an audience with this work? How will you do that? What are key ideas or themes around this work? How are those communicated in your work? Why hove you mode these choices with your work7 Is this piece ready to present? Why or why not? What do you need to be oware of in order to present this piece? • If working in an ensemble, what do you need to focus on re g arding your role in this ensemble? If working in on ensemble, how does your role support others in your ensemble? • If working in on ensemble, what are others doing thot helps you understand your work in this group? Making Connections Through the Creative Process • Where have {ou seen anything like this before? What type o artist or project would use this approach or technique? What else should we know to understand what this technique is about or where it came from? • Have we done before? When? • How does _= connect with what you have done before?

Guided Self-Assessment

• Are you using proper technique? What do you need to adjust in your work? • Share your success or your frustration with a partner. What did you and your partner agree on? Which approach, technique, choice, or action is most effective for __? Why? • Which approach. technique, choice, or action is most effective for you? Why?

As you look at a classmate's work, tell them what works right now. • As you look at a classmate's work, ask questions about what you see. As you look at a classmate's work, share with them what you think their next steps might be.

Kindergarten Music

Age-Aligned Music Activity Examples ●​ Music games ●​ Singing call-and-response, echo, and story songs ●​ Movement and dance exploration ●​ Puppet interactions ●​ Rhythm clapping ●​ Simple body percussion

●​ Simple soundscapes ●​ Simple improvisation ●​ Historical music exposure ●​ Notation exposure ●​ Introductory instrument exploration

Grade-Level Integration Connections Kindergarten Science: Seasons, force and motion, living things ELA: Story, character, setting Health: Emotions, calming strategies

Social Studies: Rules, responsibilities, school & local community Math: Numbers to 100, basic add/subtract with objects, shapes.

Focus Standards CREATE K.M.CR.1: Explore music concepts of steady beat, timbre, and melody, and generate musical ideas using limited tone sets and simple meters. PERFORM K.M.P.2: Explore the effects of various timbres, dynamic levels, and tempos using voice, movement, and simple instruments. K.M.P.4: Demonstrate appropriate practice and performance behavior.

RESPOND K.M.R.3: Show feelings conveyed by music through movement.

CONNECT K.M.CO.1: Sing folk songs and singing games from other cultures. K.M.CO.4: Explore and demonstrate learning in another content area through music.

Focus Principles and Concepts of Music RHYTHM Explore concepts of beat and divided beat. Keep a steady beat.

MELODY Distinguish speaking vs. singing. Listen to different voices and environmental sounds. Practice matching pitch, and in-tune singing.

HARMONY Identify and explore instrument families.

EXPRESSION Listen for, explore, and recognize comparatives in music: loud/soft, fast/slow, high/low, up/down, same/different, sound/silence, smooth/detached, etc.

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First Grade Music

Age-Aligned Music Activity Examples ●​ Music games ●​ Singing call-and-response, echo, and story songs ●​ Practicing simple rounds. ●​ Movement and dance exploration ●​ Folk and square dance ●​ Puppet interactions

●​ Rhythm clapping ●​ Body percussion

●​ Soundscapes ●​ Improvisation ●​ Historical music exposure ●​ Story songs ●​ Notation exploration ●​ Instrumental music using introductory instruments such as boom whackers and simple percussion Grade-Level Integration Connections First Grade Science : Needs of living things, weather, space ELA: Character, setting, events, rhyming Health : Kindness, decision-making, friendship Social Studies: Government, community Math: Add/subtract to 20, attributes of shapes, finding solutions to problems, modeling Focus Standards CREATE 1.M.CR.1: Generate musical ideas for a specific purpose using limited tone sets and simple meters. PERFORM 1.M.P.2: Explore the effects of various timbres, dynamic levels and tempos, using voice, movement, and simple instruments. RESPOND 1.M.R.1: Listen to and interact with a variety of contrasting music while recognizing steady beat, repeating patterns, and expressive elements. CONNECT 1.M.CO.1: Describe how music relates to personal experience, use life experience and additional content knowledge to inspire and respond to music, and deepen understanding of another content area through music.

1.M.CO.2: Sing folk songs and singing games from other cultures, and share a favorite song learned at home or describe a musical family tradition.

Focus Principles and Concepts of Music RHYTHM Distinguish beat vs. rhythm. Explore concepts of beat & divided beat.

MELODY Recognize pitches by sight, sound, and/or hand signs. Practice recognizing notes on a staff. Practice matching pitch & in-tune singing.

HARMONY Identify and interact with simple ostinatos. ​

EXPRESSION Interact with and explore tempo, dynamics, and timbre in either vocal or instrumental music.

Second Grade Music

Age-Aligned Music Activity Examples ●​ Music Games ●​ Singing call-and-response, echo, and story songs. ●​ Practicing simple rounds. ●​ Movement and dance exploration ●​ Folk and square dance ●​ Puppet interactions

●​ Rhythm clapping ●​ Body percussion

●​ Soundscapes ●​ Improvisation ●​ Historical music appreciation ●​ Story songs ●​ Notation exploration ●​ Instrumental music using introductory instruments such as boom whackers and simple percussion

Grade-Level Integration Connections Second Grade Science : Life cycle, habitats, states of matter ELA: Character conflict, setting, events, expressive word meanings Health : Being a good friend Social Studies: Personal/family histories, citizenship Math: Telling time, add/subtract to 100, simple story problems

Focus Standards CREATE 2.M.CR.1: Improvise rhythmic and melodic patterns and musical ideas for a specific purpose using limited tone sets and simple meters. PERFORM 2.M.P.11: Perform music with a specific purpose, expression, and technical accuracy; watch and follow the conductor to perform dynamics and to start, stop, and stay together; and demonstrate appropriate performance behavior. RESPOND 2.M.R.1: Listen to and interact with a variety of contrasting music while recognizing form, meter, beat versus rhythm, timbre, mood, dynamics, tempo, and melody.

CONNECT 2.M.CO.1: Describe how music relates to personal, social, emotional, and intellectual development, use life experience and additional content knowledge to inspire and respond to music, and deepen understanding of another content area through music. 2.M.CO.2: Explore common genres across cultures, and share a favorite song learned at home or describe a musical family tradition. Focus Principles and Concepts of Music RHYTHM Create and keep both beat & simple rhythms. Explore steady beat, divided beat, and silence. MELODY Recognize pitches by sight, sound, and/or hand signs as well as melodic direction and contour. See, hear, and recognize pitch patterns. HARMONY Interact with and explore simple two-part rounds as well as simple rhythmic and melodic ostinatos. EXPRESSION Interact with and explore tempo, dynamics, and timbre in either vocal or instrumental music. Recognize and identify basic tempo and dynamic markings.

Third Grade Music

Age-Aligned Music Activity Examples ●​ Music games ●​ Singing rounds, simple counterpoint & other advancing music ●​ Folk and square dance ●​ Body percussion

●​ Soundscapes ●​ Improvisation

●​ Guided, simple composition ●​ Historical music appreciation ●​ Notation reading and writing ●​ Instrumental music using intermediate instruments such as Orff, recorders, or ukuleles Grade-Level Integration Connections Third Grade Science : Animal survival traits, climate patterns, forces affecting motion ELA: Character, setting, and event details, figurative language Health : Verbal/nonverbal communication Social Studies: The Constitution, government Math: Arithmetic patterns, time intervals, multiplication to 12 Focus Standards CREATE 3.M.CR.1: Improvise rhythmic and melodic patterns and musical ideas for a specific purpose using a specific tone set and simple meters. PERFORM 3.M.P.11: Perform music with expression, technical accuracy and appropriate interpretation; watch and respond to the conductor to perform dynamics and start, stop, and stay together; and demonstrate performance decorum.

RESPOND 3.M.R.1: Listen to and interact with a variety of contrasting music. 3.M.R.3: Demonstrate audience etiquette appropriate for the context and venue. 3.M.R.4: Describe feelings or imagery conveyed by a music selection.

CONNECT 3.M.CO.1: Describe how music relates to personal, social, emotional, and intellectual development; use life experience and additional content knowledge to inspire and respond to music and deepen understanding of another content area through music.

Focus Principles and Concepts of Music RHYTHM Create and keep both beat & simple rhythms. Explore steady beat, divided beat, and silence. MELODY Sing, read, and recognize pitch patterns. Explore musical question and answer phrases. Play and read notes on the staff. HARMONY Interact with and explore more complex two-part rounds and partner songs as well as rhythmic and melodic ostinatos. EXPRESSION Interact with and explore tempo, dynamics, and timbre in both vocal and instrumental music. Recognize and identify basic tempo and dynamic markings.

Fourth Grade Music

Age-Aligned Music Activity Examples ●​ Music games ●​ Singing rounds, simple counterpoint & other advancing music ●​ Folk and square dance ●​ Body percussion

●​ Soundscapes ●​ Improvisation ●​ Guided, simple composition ●​ Historical music appreciation and analysis ●​ Notation reading and writing ●​ Instrumental music using intermediate instruments such as Orff, recorders, or ukuleles Grade-Level Integration Connections Fourth Grade: Science : Organisms, energy transfer, wave patterns ELA: Character, setting, and event details, plot structure, figurative language, writing narratives Health : Goal setting, positive communication Social Studies: Utah history & geography Focus Standards CREATE 4.M.CR.1: Improvise rhythmic and melodic patterns and musical ideas. 4.M.CR.2: Explain the connection of musical ideas to specific purpose and context. PERFORM Standard 4.M.P.11: Perform music with expression, technical accuracy and appropriate interpretation; watch and respond to the conductor to perform dynamics and start, stop, and stay together; and demonstrate performance decorum.

RESPOND 4.M.R.1: Listen to and interact with a variety of contrasting music. 4.M.R.3: Demonstrate audience etiquette appropriate for the context and venue.

4.M.R.8: Describe elements and characteristics evident in a meaningful, enjoyable, well-performed piece of music, and apply teacher-provided criteria to evaluate musical works or performances. CONNECT 4.M.CO.2: Draw upon interests, knowledge, and skills developed to inspire and inform the creation, performance, and appreciation of music, and deepen understanding of another content area through music.

Focus Principles and Concepts of Music RHYTHM Explore and utilize more complex rhythms. Understand and apply the use of time signatures. MELODY Sing, read, and recognize pitch patterns. Explore musical question and answer phrases. Play and read notes on the staff. HARMONY Interact with and explore more complex two and three-part rounds and partner songs as well as rhythmic and melodic ostinatos. EXPRESSION Interact with and explore tempo, dynamics, timbre, phrasing, and articulation in both vocal and instrumental music. Recognize and identify more complex dynamic markings.

Fifth Grade Music

Age-Aligned Music Activity Examples ●​ Music games ●​ Singing rounds, simple counterpoint & other advancing music ●​ Folk and square dance ●​ Body percussion

●​ Soundscapes ●​ Improvisation ●​ Guided, simple composition ●​ Historical music appreciation and analysis ●​ Notation reading and writing ●​ Instrumental music using intermediate instruments such as Orff, recorders, or ukuleles Grade-Level Integration Examples Fifth Grade: Science : Earth systems, matter changes & cycles ELA: Character, setting, and event details, plot structure, figurative language, writing narratives Health : Personal values and beliefs Social Studies: U.S. history & geography figurative language Focus Standards CREATE 5.M.CR.2: Explain the connection to specific purpose and context. 5.M.CR.3: Generate musical ideas using specific tonalities, meters and simple chord changes. PERFORM 5.M.P.10: Demonstrate persistence and cooperation in refining performance pieces. 5.M.P.11: Perform music with expression, technical accuracy, and appropriate interpretation; watch and respond to the conductor to perform dynamics, style and phrasing, and start, stop, and stay together; and demonstrate performance decorum. RESPOND 5.M.R.1: Listen to and interact with a variety of contrasting music. 5.M.R.3: Demonstrate audience etiquette appropriate for the context and venue. 5.M.P.8: Respond with body percussion, voice, or simple instruments to visual representations of rhythm patterns. CONNECT 5.M.CO.2: Draw upon interests, knowledge, and skills developed to inspire and inform the creating, performance, and appreciation of music. 5.M.CO.3: Deepen understanding of another content area through music.

Focus Principles and Concepts of Music RHYTHM Explore and utilize more complex rhythms. Understand and apply the use of time signatures.

MELODY Sing, read, and recognize pitch patterns. Write simple melodic phrases.

HARMONY Interact with and explore more complex two and three-part rounds and partner songs as well as rhythmic and melodic ostinatos and descants. EXPRESSION Interact with and explore tempo, dynamics, timbre, phrasing, and articulation in both vocal and instrumental music. Recognize and identify more complex dynamic markings.

Choosing Songs for Elementary Schools & Students

Supports for Elementary Music Teachers and Administrators When selecting songs for elementary students to perform, it is essential to consider various factors to ensure that the music is suitable for young musicians. This guide outlines key considerations for choosing songs that align with educational goals and community values. Age-Appropriateness Select songs that are relatable and understandable for elementary-aged students. Lyrics should be simple, clear, and appropriate for their emotional and cognitive development. Opt for songs that promote positive messages and have educational value. Avoid songs with adult themes such as violence, death, or adult relationships. Educational Value Select songs that expose students to various musical concepts, including rhythm, melody, and harmony. Songs with repetitive structures can help with memorization and learning. Incorporate songs that provide insight into different cultures and histories. Choose pieces that allow for discussions about the origins and significance of the music. Religious Themes Be mindful of the diverse religious backgrounds of students and families. Aim to select songs that have a broad social and educational context where all students can participate comfortably. If selecting songs with religious themes for educational or historical purposes, select and represent music from multiple religious perspectives. Do not over-represent one religious perspective in music selections. Culture and Community Contexts Ensure that the songs chosen represent a variety of cultures positively and accurately. Avoid cultural appropriation by avoiding songs that misrepresent or trivialize cultural significance. Also, consider the cultural dynamics of your local community. Engage with parents and community members to understand their values and preferences regarding music selection.

DEFINITION OF ARTS INTEGRATION

Arts Integration is an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject area to meet evolving objectives in both. The Kennedy Center’s Changing Education Through The Arts Program

BEVERLY TAYLOR SORENSON ARTS LEARNING PROGRAM Currently, 26 CSD Schools have the Beverly Taylor Sorenson Arts Learning Program (BTS Arts). BTS Arts supports arts integrated instruction to elementary students, effectively increasing student performance in every subject—from language arts and social studies to math and science. BTS Arts schools in Canyons School District should be aware of and adhere to the BTS Arts Implementation Guidelines and utilize the current BTS Arts Handbook. BTS Arts Educators must be licensed and endorsed according to USBE policy.

A RESEARCH-BASED PRACTICE

“Arts Integration is a research-based curricular strategy that has been utilized in classrooms for more than 30 years. It is grounded in solid pedagogy and numerous studies have supported its effectiveness.” BTS Arts Learning Program

Standards-Based Foundation KEY TENETS OF ARTS INTEGRATION Arts Integration is grounded in and connected to both arts and content standards. Teaching in and Through the Arts The arts are an avenue through which students apply and connect with the other content through balanced and interconnected instruction. Assessing Both Content Areas Assessment reflects students’ growth, skill, or understanding in both the core content & the arts.

MODELS FOR ARTS-INTEGRATED INSTRUCTION There are several models of arts-integrated instruction promoted by CSD and BTS Arts. Schools and educators are encouraged to implement the model, or multiple models, that best fit the students and the school. Collaboration for Integration

The arts teacher and classroom teachers collaborate to select content standards for arts integration lessons. The integrated instruction is designed and delivered by the arts teacher in the arts classroom. The classroom teachers continue to communicate with the arts teacher and attend arts instruction when possible. Collaborative Co-Teaching The classroom teachers and the arts teacher collaborate to design arts integrated instruction together. They then deliver the co-designed instruction in their respective classrooms, during their respective instructional time. Both the classroom teacher and arts teacher check-in, communicate, and attend one another’s instruction when possible. Side-By-Side Instruction The classroom teachers and the arts educator collaborate closely and work side-by-side to design, deliver, and assess arts-integrated instruction. The classroom teacher reinforces the core curriculum content while the arts educator instructs that content through their art form. Instruction occurs with both teachers involved in either the core content classroom or arts classroom.

CSD WONDERS ARTS-INTEGRATED LESSONS CSD Arts Teachers and Specialists have created five optional arts-integrated lesson plans per grade level connected to the Wonders stories and curriculum. These lessons are a CSD resource available through CSD’s grade level instructional guides at the end of each ELA Scope & Sequence. They are also linked below. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade

UNIVERSITY OF UTAH BTS ARTS PROFESSIONAL DEVELOPMENT PARTNERS

CSD INSTRUCTIONAL SUPPORTS DEPARTMENT

Canyons School District’s Instructional Support Department has curriculum supplies and resources that support arts integration. We also offer professional learning and coaching around arts integration practices. Contact CSD’s BTS Arts Integration Specialist Mindy Curtis for more information.

The U of U is Canyon School District’s designated Professional Development Partner (PDP) University through the BTS Arts Learning Program. The U of U BTS Arts PDPs can provide support, professional learning, resources, and supplies to all CSD BTS Arts schools. U of U Region BTS Arts Website

Mindy Curtis, PhD mindy.curtis@canyonsdistrict.org

STATE & NATIONAL ARTS INTEGRATION LESSON RESOURCES

BTS Arts Learning Program Lessons BYU Arts Partnership Lessons USU Arts Access Channel Kennedy Center Arts Integration Lessons Institute for Arts Integration and STEAM Lessons Institute for Arts Integration and STEAM Channel

UTAH CORE STATE STANDARDS for the FINE ARTS

MUSIC - KINDERGARTEN

Strand: CREATE (K.M.CR.) Students will conceptualize, generate, and organize artistic ideas and work. They will complete and refine musical works (Standards K.M.CR.1-4).

Standard K.M.CR.1: Explore music concepts of steady beat, timbre, and melody, and generate musical ideas using limited tone sets and simple meters.

Standard K.M.CR.2: Demonstrate favorite musical ideas and state personal reasons for choosing them.

Standard K.M.CR.3: Organize musical ideas using iconic notation or recordings.

Standard K.M.CR.4: Apply personal, peer, and teacher feedback to refine personal musical ideas.

Strand: PERFORM (K.M.P.) Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refine artistic work, and express meaning through the presentation of musical works (Standards K.M.P.1-4).

Standard K.M.P.1:

Identify and discuss basic elements in music to be performed, and state personal interest in various performance pieces.

Standard K.M.P.2:

Explore the effects of various timbres, dynamic levels and tempos using voice, movement, and simple instruments.

Standard K.M.P.3:

Develop these skills and concepts essential to music performance: a. Explore the range and various qualities of the voice. b. Sing a variety of simple songs in tune. c. Sing and identify two-note melodic patterns. d. Perform a rhyme or song with teacher accompaniment. e. Perform steady beat with body percussion or un-pitched percussion. f. Perform beat versus rhythm. g.

Perform and identify one sound per beat and two sounds per beat.

h.

Perform music with expression.

i.

Respond to the conductor to start, stop, and stay together.

Standard K.M.P.4:

Demonstrate appropriate practice and performance behavior.