TEKS (Texas Standards) Music Grade 3, correlation to Musicplay 3(a)  Introduction.(1)  The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all stu-dents through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collabora-tion skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.(2)  Four basic strands--foundations: music literacy; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills stu-dents are expected to acquire. The foundation of music literacy is fostered through reading, writing, reproducing, and creating music, thus developing a student’s intellect. Through creative expression, students apply their music literacy and the critical-thinking skills of music to sing, play, read, write, and/or move. By experiencing musical periods and styles, students will understand the relevance of music to history, culture, and the world, including the relationship of music to other academic disciplines and the vocational possibilities offered. Through critical listening, students analyze, evaluate, and respond to music, developing criteria for making critical judgments and informed choices.(3)  Statements that contain the word “including” reference content that must be mastered, while those contain-ing the phrase “such as” are intended as possible illustrative examples.

Note: We’ve given page numbers for teachers who have the print copy of the binder and for teachers using the PDF perusal copy of the guide, the PDF page # is included. Page numbers refer to the 2005 revised edition.

(b)  Knowledge and skills.(1)  Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:

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(A)  categorize and explain a variety of musical sounds, including those of children and adult voices;

1-894096-13-41-894096-13-4

122176

#56 New Shoes - discuss timbre of voices#92 Someone’s Tapping, timbre of voices

97151

(B)  categorize and explain a variety of musical sounds, including those of :Woodwind 1-894096-13-4

1-894096-64-91-894096-64-91-894096-64-91-894096-64-9

8558525852

The Woodwind FamilyLeger, Albéric Magnard Andantino-Allegro, Mozart (flute)Tendre, Alberic Magnard (clarinet)Larghetto, Mozart (oboe)

6033273328

Brass 1-894096-13-41-894096-64-91-894096-64-91-894096-64-9

1157272115

Brass family“Intrada,” Johann Pezel“Sarabande,” Johann PezelBrass Family

90474715

String 1-894096-13-41-894096-64-91-894096-64-9

14762147

The String Family #71 Irish Reel“Bourrée,” George Frideric HandelThe String Family

1223716

Percussion 1-894096-13-41-894096-13-41-894096-64-91-894096-64-9

204118118189

#11 Shake the Papaya - sort non-pitched instrumentsThe Percussion FamilyContradance,” Wolfgang Amadeus Mozart

49931629

" PDF-page #

Binderpage #

(v) categorize a variety of musical sounds, including those of instruments from various cultures

1-894096-13-41-894096-13-41-894096-13-4

2046398

#11 Shake the Papaya - sort instruments#19 ceremonial Dance, Aboriginal instruments#40 Island Steel Drum

243874

" (C)  use known music symbols and terminology referring to rhythm

1-894096-13-41-894096-13-41-894096-13-4

44105157

#8 Whoopee CushionCheckup - write rhythm that’s clappedCheckup - write rhythm that’s clapped

1980132

“ (C)  use known music symbols and terminology referring to melody“ (C)  use known music symbols and terminology referring to timbre

1-894096-64-9 Listening Log 8

“ (C)  use known music symbols and terminology referring to form

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

59

85

88

108

Listening Kit 3, #4 Larghetto - listen and eat an oreo to show the ABA form#32 Call-Response Form - add words aurally to Teacher guide **#33 Playin on the Washboard - rondo formcompare form of two songs#47 January First - listen and use letters to show form

34

60

63

83

“ (C)  use known music symbols andterminology referring to tempo;

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

47

5357

124128

#10 Turkey Lurkey - Listening and Evaluating. One child sings the song (presenting aurally) and others identify the tempo chosen.Listen and compare tempo in #13 Seasons and #15 Third Base Coaches DanceListen to #15 Listening Kit and determine tempo#57 Got a Hat Hat - Listen and ID tempoListen to #16 Favorite Rag and ID tempo

22

3396

99103

“ (C)  use known music symbols andterminology referring to dynamics, including mezzo piano and mezzo forte, to identify musi-cal sounds presented aurally; and

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

Listen Kit 3

53

5763

676862

#13 Seasons - Identify different dynamics in a song (song is presented as a listening selection)Listen and compare dynamics in #13 Seasons and #15 Third Base Coaches DanceListen to Listening Kit 3 #5 March of Boyars and identify dynamics#22 Closet Key#22A In a Dark, Dark, Room10: Bourrée

29

3338

424337

(D)  identify and label small and large musical forms such as abac, AB, and ABA presented aurally in simple songs

1-894096-13-41-894096-13-4

32108

#4 I’m Glad I’m Back at School ABA form#47 January First - listen and use letters to show form

783

(D)  identify and label small and large musical forms such as abac, AB, and ABA presented aurally in larger works.

1-894096-64-91-894096-64-91-894096-64-91-894096-64-91-894096-64-9

4959566076

2: Viennese Musical Clock - rondoListening Kit 3, #4 Larghetto - ABA form 6: Hobgoblin (ABACABA)9: Musette (AABABA)22: Variations on “Ah vous dirai-je, maman”

2434313551

" (2)  Foundations: music literacy. The student reads, writes, and reproduces music notation using a sys-tem. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:

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Binderpage #

(i) read, write, reproduce rhythmic patterns using standard notation, including four sixteenth notes in 2/4 meter as appropriate

1-894096-13-41-894096-13-4

76145

#28 Old Brass Wagon (2/4)#70 DinahAssessment in Reproducibles

51-521-V

(ii) read, write, reproduce rhythmic patterns using standard notation, including four sixteenth notes in 4/4 meter as appropriate

1-894096-13-41-894096-13-4 1-894096-13-4

98113176196-200

#41 Paw Paw Patch (4/4)#52 Tideo#92 Someone’s TappingAssessment in Reproducibles

73881511-V

ii) read, write, reproduce rhythmic patterns using standard notation, including whole notes, in 4/4 meter as appropriate

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

44537382125196-200

#8 Whoopee Cushion (4/4)#13 Seasons (4/4)#26 Remember Flanders Fields (4/4)#30 Children Together#58 SakuraAssessment in Reproducibles

192949581001-V

(v) read, write, reproduce rhythmic patterns using standard notation, including whole rests in 2/4 meter as appropriate

1-894096-13-4 44537382125196-200

#8 Whoopee Cushion (4/4)#13 Seasons (4/4)#26 Remember Flanders Fields (4/4)#30 Children Together#58 SakuraAssessment in Reproducibles

192949581001-V

(vi) read, write, reproduce rhythmic patterns using standard notation, including whole rests in 4/4 meter as appropriate

1-894096-13-41-894096-13-4

44537382125196-200

#8 Whoopee Cushion (4/4)#13 Seasons (4/4)#26 Remember Flanders Fields (4/4)#30 Children Together#58 SakuraAssessment in Reproducibles

192949581001-V

(vii)read, write, reproduce rhythmic patterns using standard notation, including previously learned note values in 2/4 meter as appropriate

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

364770761004656626999196-200

#6 Plainsies Clapsies (2/4)#10 Turkey lurkey (2/4)#24 Pass the Broom (2/4)#28 Old Brass Wagon (2/4)#43 King’s LandSept. - week 4 lesson planOctober week 2October week 3#23 TrampinDecember week 2Assessment in Reproducibles

112245517521313744741-V

(viii) read, write, reproduce rhythmic patterns using standard notation, including previously learned note values in 4/4 meter as appropriate

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

39444551554656626999196-200

#7 No Robbers (4/4)#8 Whoopee Cushion (4/4)#9 Rocky Mountain (4/4)#12 Pass a Beanbag (4/414. I’m Thankful (4/4)Sept. - week 4 lesson planOctober week 2October week 3#23 TrampinDecember week 2Assessment in Reproducibles

141920263021313744741-V

PDFpage #

BinderPage #

(B)  read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and

s m 39 #7 No Robbers 14

m sl 36 #6 Plainsies Clapsies 11d m s 29

475159

#2 Concentration#10 Turkey Lurkey#12 Pass a Beanbag#16 Bells in the Steeple

4222634

d m sl 100 #43 King’s Land 75drm 204

2056984

#17 Seven Up#22 Closet Key#23 Trampin’#31 Long Legged Sailor

35424459

drm s 144158176

#69 Old Blue#78 Rabbits#92 Someone’s Tapping

119133151

m s l d’ 150 #73 Stella Ella Olla 125drm sl 45

7988112122140164

#9 Rocky Mountain#29 I’m an Acorn#33 Playin’ On the Washboard#51 Cindy#56 New Shoes#66 Shiny Penny#83 Find the Basket

2054638797115139

drm sl d’ 44113

#8 Whoopee Cushion#52 Tideo

1988

s,l, drm 7692145170

#28 Old Brass Wagon#36 Shake Them ‘Simmons#70 Dinah#88 Inuit Lullaby

5167120145

s,l, drm sl 72181

#25 Nothing but Peace#95 Chicken on the Fence Post

47156

l,t,d 109 #49 In the Land of Oz 84s, drmfs d’ 110 #50 Donkeys Love Carrots 85

(C)  identify new and previously learned music symbols and terms referring to tempo

1-894096-13-41-894096-13-41-894096-13-41-894096-13-4

47124161161

#10 Turkey Lurkey#57 Got a Hat Hat#80 Under the Chestnut Tree#80 Under the Chestnut Tree

2299136136

(C)  identify new and previously learned music symbols and terms referring to dynamics, including mezzo piano and mezzo forte.

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

205681645335

#22 Closet Key#22a In a Dark Dark Room#83 Find the Basket#13 Seasons#5 Missus Tong

424313928-2910

(3)  Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(A)  sing or play classroom instruments with accu-rate intonation independently or in groups;

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

29

3966122176

#2 Number Concentration - in tune singing is assessed#7 No Robbers, assess singing#21 Old Woman all skin and Bones#56 New Shoes#92 Someone’s Tapping

4

144197151

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BinderPage #

(A) sing or play classroom instruments with accurate intonation and rhythm independently or in groups;

1-894096-13-41-894096-13-41-894096-13-4

5972167

#16 Bells in the Steeple#25 Nothing But Peace#85 El Floron

3447142

(B) sing or play a varied repertoire of music such as American folk songs and folk songs representative of local cultures independently or in groups;

191192192

112144145195

162163

89135185188194

20498171

86131152

147187

170

108109125

137

African#100 - Ndinani Na#101 - Spider Song#102 - Zulu Tribal DanceAmerican#51 - Cindy#69 - Old Blue#70 - Dinah#104 - Star Spangled BannerAustralian#81 - Waltzing Matilda#82 - DidgeridooCanadian#34 - Cod Liver Oil#63 - Donkey Riding#97 - The Provinces#99 - Feller From Fortune#103 - O CanadaCaribbean#11 - Shake the Papaya#40 - Island Steel Drum#89 - Tinga LayoFrench#32 - Bonhomme Bonhomme#61 - Ton Moulin#74 - AlouetteIrish#71 - Irish Reel#98 - Paddy From HomeInuit#88 - Inuit LullabyJapanese#47 - January First#48 - Koto#58 - SakuraMaori#64 - E Papä & E Papä (Maori version)Mexican

166167167

87119120170

137138

64110160163169

2373146

61106127

91162

145

8384100

112

167

6363173

104167174183

69

168

#86 - MariachiNative American/ First Nations#18 - Indian Summer (Blackfoot)#19 - Ceremonial Dance#90 - Kaaniiskina (Blackfoot)

Spanish#46 - Noche Buena#85 - El Florón#91 - El Burrito Enfermo#96 - La PulgaSpirituals#23 - Trampin’Swedish#143 - Swedish March

142

3838148

79142149158

44

143

PDFpage #

BinderPage #

(C)  move alone or with others to a varied reper-toire of music using gross motor locomotor

* check for more

1-894096-64-91-894096-13-41-894096-13-41-894096-13-4

1-894096-64-91-894096-64-91-894096-64-91-894096-13-41-894096-13-4

49

4592766574189135147

#2 Kodaly Musical Clock - create movement like soldiers, clock#9 Rocky Mountain#36 Shake them Simmons#28 Old Brass Wagon#12 Waltz of the Flowers#20 Roses from the South#30 Andante Spirituoso#63 Donkey Riding#71 Irish Reel

24

206751404955111122

(C)  move alone or with others to a varied reper-toire of music using gross motor non-locomotor skills

1-894096-64-91-894096-64-91-894096-13-41-894096-13-41-894096-13-4

63143131150168

#11 March from Nutcracker#19 Emperor Waltz#61 Ton Moulin#73 Stella Ella#87 Swedish March

3849106125143

(C)  move alone or with others to a varied reper-toire of music fine motor

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

12475161132137

#57 Got A Hat Hat#27 Three Blind Mice#80 Under the Chestnut Tree#62 Austrian Went Yodeling#64 E Papa

9950136107112

(C)  move alone or with others to a varied reper-toire of music using integrated movement such as hands and feet moving together;

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-64-9

16845927649

#87 Swedish March#9 Rocky Mountain#36 Shake them Simmons#28 Old Brass Wagon#2 Kodaly Musical Clock - create movement like soldiers, clock

14320675124

(D)  perform simple part work, including rhyth-mic ostinati, derived from known repertoire; and

953637425960708088100122129132140150

5. Missus Tong6. Plainsies ClapsiesCreating Rhythm OstinatoOrchestrating a Poem16. Bells in the Steeple17. Seven Up24. Pass the BroomThe Three Little Pigs33. Playin’ on the Washboard43. King’s Land56. New Shoes60. Love Somebody62. Austrian Went Yodeling66. Shiny Penny73. Stella Ella Olla

1012131734354556637597104107115125

(D)  perform simple part work, including melod-ic ostinati, derived from known repertoire; and

2729375967698492100135157

1. I Like Singin (melodic)2. Number ConcentrationMelodic Ostinato16. Bells in the Steeple22. Closet Key23. Trampin’31. Long Legged Sailor36. Shake Them ‘Simmons43. King’s Land63. Donkey Riding77. I Love the Mountains

3413344244596775110132

PDFpage #

BinderPage #

(E)  interpret through performance new and previously learned music symbols and terms referring to tempo

1-894096-13-41-894096-13-41-894096-13-41-894096-13-4

47124161161

#10 Turkey Lurkey#57 Got a Hat Hat#80 Under the Chestnut Tree#80 Under the Chestnut Tree

2299136136

(E)  interpret through performance new and previously learned music symbols and terms referring to dynam-ics, including mezzo piano and mezzo forte.

1-894096-13-41-894096-64-91-894096-64-91-894096-64-91-894096-64-9

205681645335

#22 Closet Key#22a In a Dark Dark Room#83 Find the Basket#13 Seasons#5 Missus Tong

424313928-2910

(4)  Creative expression. The student creates and explores new musical ideas within specified guidelines. The student is expected to:

(A)  create rhythmic phrases through improvisation or composition;

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

4888140145122

#11 Shake the Papaya#33 Playin on the Washboard#66 Shiny Penny#70 Dinah56. New Shoes (ostinato)

236311512097

(B)  create melodic phrases through improvisation or composition; and

1-894096-13-41-894096-13-41-894096-13-41-894096-13-4

375984100

Create Melodic Ostinato#16 Bells in the Steeple#31 Long Legged Sailor#75 King’s Land

13345943

(C)  create simple accompaniments through improvisa-tion or composition.

1-894096-13-41-894096-13-41-894096-13-4

6680184

#21 Skin and Bones#29A Three Little Pigs StoryThe Squirrel, Climbing

4155157

(5)  Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(A)  perform a varied repertoire of songs representative of American cultures;

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

19598112113145

#104 Star Spangled Banner#41 Paw Paw Patch#51 Cindy#52 Tideo#70 Dinah

170738788120

(A)  perform a varied repertoire of songs, movement, and musical games representative of local cultures;

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

4863636985

#11 Shake the Papaya (Caribbean)#18 Indian Summer#19 Ceremonial Dance#23 Trampin#32 Bonhomme

2338384460

(A)  perform a varied repertoire of movement and games representative of American cultures;

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

929811211314592

#36 Shake Them Simmons#41 Paw Paw Patch#51 Cindy#52 Tideo#70 DinahShake Them Simmons

6773878812067

(iv) perform a varied repertoire of movement represen-tative of local cultures

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

76125131135137

#28 Old Brass Wagon#58 Sakura#61 Ton Moulin#63 Donkey Riding#64 E Papa

51100106110112

(vi) perform a varied repertoire of musical games rep-resentative of local culture

1-894096-13-41-894096-13-41-894096-13-41-894096-13-4

100125131137

#43 King’s Land#58 Sakura#61 Ton Moulin#64 E Papa

75100106112

(B) identify music from diverse genres, styles, peri-ods, and cultures; and

PDFpage #

BinderPage #

(i) identify music from diverse genres 1-894096-13-41-894096-13-41-894096-13-4

976963

#39 It’s a Holiday#23 Trampin#18 Indian summer

724438

(ii) identify music from diverse styles 1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

19127485894

#100 Ndinani Na#1 I Like Singin’ #11 Shake the Papayacompare style of singingcompare style of singing

1663233369

(iii) identify music from diverse periods 1-894096-64-91-894096-64-91-894096-64-91-894096-64-9

15352596370

#21 Air (Baroque Period)#3 Andantino-Allegro (Classical Period)#4 Larghetto (Classical)#5 Entry March of Boyars (Romantic)#6 Hobgoblin (Romantic)

5-58585959

(iv) identify music from diverse cultures 1-894096-13-41-894096-13-41-894096-13-41-894096-13-4

63636997

#18 Indian summer#19 Ceremonial Dance#23 Trampin#39 It’s a Holiday

38384472

(C) identify the relationships between music and interdisciplinary concepts.

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-13-4

2736394548

#1 I like Singin #6 Plainsies Clapsies (hacky sacks)#7 No Robbers (write robber poem)#9 Rocky Mountain (create art)#11 Shake the Payapaya (learn where papaya grow)

312142024

(6) Critical evaluation and response. The student lis-tens to, responds to, and evaluates music and musical performances. The student is expected to:(A) exhibit audience etiquette during live and re-corded performances;

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-64-9

4865135145

#55 Head and ShouldersOctober Week 4 - Spooky poems#63 Donkey Riding#70 Dinah - create rondoSTILL

96401111207

(B) recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary;

1-894096-13-41-894096-13-41-894096-13-41-894096-13-41-894096-64-91-894096-64-91-894096-64-91-894096-64-91-894096-64-9

4544981138997121143159

Rhythm Erase Rocky MountainRhythm Erase #8 Whoopee CushionRhythm Erase Paw Paw PatchRhythm Erase Tideo9: Musette11: Overture from The Nutcracker15: Moonlight Sonata19: Emperor Waltz23: Variation 1

217177983538454952

(C)  identify specific musical events in aural examples such as changes in timbre, form, tempo, or dynamics using appropriate vocabulary;

1-894096-64-91-894096-64-9

Listening LogsResponse Journal

page 7-89

(D) respond through movement to short musical examples; and

1-894096-64-91-894096-64-91-894096-64-91-894096-64-91-894096-64-9

4997104143151

#2 Viennese Musical ClockOverture from Nutcracker#12 Waltz of the Flowers#19 Emperor Waltz#20 Roses from the South

2438404949

(D) respond verbally and through movement to short musical examples; and

1-894096-64-91-894096-64-91-894096-13-4 48

Listening LogsResponse JournalShake the Papaya

page 7-8924

(E) describe a variety of compositions and formal or informal musical performances using specific music vocabulary.

1-894096-64-91-894096-64-91-894096-13-41-894096-13-4

48106

Listening LogsResponse JournalShake the PapayaReflection on performance

page 7-892481

(b)  Knowledge and skills.(1)  Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:

PDFPage #

BinderPage #

(A)  categorize and explain a variety of musi-cal sounds, including those of children’s voices and soprano and alto adult voices;

1-894096-15-01-894096-15-0

6098243

#18 Cheki Morena#41 Hallelujah ChorusListening Log

3472217

(B)  categorize and explain a variety of musi-cal sounds, including those of woodwind

1-894096-15-01-894096-15-01 - 894096-66-51 - 894096-66-5

19220810 Listen9 Listen

#101 Woodwind FamilyInstrument Family AssessmentThe Woodwind FamilyThe Woodwind Family

166182

(B)  categorize and explain a variety of musi-cal sounds, including those of brass

1-894096-15-01-894096-15-01-894096-15-01-894096-15-01 - 894096-66-5

46 Listen8719220811 Listen

LCD#2 and CD4:39Listening Focus: Brass Family#102 Brass FamilyInstrument Family AssessmentBrass Family

166182

(B)  categorize and explain a variety of musi-cal sounds, including those of string

1-894096-15-01-894096-15-01-894096-15-01 - 894096-66-51 - 894096-66-5

15719220813 Listen33 Listen

Listening Focus#99 String FamilyInstrument Family AssessmentString Family8: Agitaté

166182

(B)  categorize and explain a variety of musi-cal sounds, including those of percussion

1-894096-15-01-894096-15-01 - 894096-66-5

19220812 Listen

#100 Percussion FamilyInstrument Family AssessmentPercussion Family

166182

(a)  Introduction.(1)  The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all stu-dents through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collabora-tion skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.(2)  Four basic strands--foundations: music literacy; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills stu-dents are expected to acquire. The foundation of music literacy is fostered through reading, writing, reproducing, and creating music, thus developing a student’s intellect. Through creative expression, students apply their music literacy and the critical-thinking skills of music to sing, play, read, write, and/or move. By experiencing musical periods and styles, students will understand the relevance of music to history, culture, and the world, including the relationship of music to other academic disciplines and the vocational possibilities offered. Through critical listening, students analyze, evaluate, and respond to music, developing criteria for making critical judgments and informed choices.

(3)  Statements that contain the word “including” reference content that must be mastered, while those contain-ing the phrase “such as” are intended as possible illustrative examples.

NOTE: We’ve given page numbers for teachers who have the print copy of the binder and for teachers using the PDF perusal copy of the guide, the PDF page # is included. Page numbers refer to the 2005 revised edition.

TEKS (Texas Standards) Music Grade 4, correlation to Musicplay 4

PDFPage #

BinderPage #

(B) categorize and explain a variety of musi-cal sounds, including those of keyboard

1-894096-15-01-894096-15-01 - 894096-66-5

637626

Identify the Keyboard InstrumentListening: Identify the Keyboard Instru-ment5: Prelude to The Alchymist

(B) categorize and explain a variety of mu-sical sounds, including those of electronic instruments

1-894096-15-01-894096-15-0

6376

Identify the Keyboard InstrumentListening: Identify the Keyboard Instru-ment

(B) categorize and explain a variety of musi-cal sounds, including those of instruments of various cultures;

1-894096-15-01-894096-15-01-894096-15-01-894096-15-0

358311262

Cultural Awareness Worksheet#32 - Koto48. Didgeridoo20. Mariachi

578636

(b) Knowledge and skills.(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and termi-nology referring to _____ to explain musical sounds presented aurally;rhythm 1-894096-15-0

1-894096-15-01-894096-15-01 - 894096-66-51 - 894096-66-5

8412212933 Listen44, 5484 ListenListen

Rhythm Erase - My PaddleRhythm Erase - my Gal’s a Corker58. Let’s Catch a Rooster8: Agitaté12, 13, 14 Variations on a theme, 23 Giloxia

5996103

103

melody 1-894096-15-01-894096-15-01-894096-15-01-894096-15-01-894096-15-0

39717778158

#5 Good Morning#26 Pass the Pumpkin #28 Cut the Cake #29 Scale Round#76 Tulip Round

12455152132

timbre 1-894096-15-01-894096-15-01-894096-15-01-894096-15-01-894096-15-0

357298137150, 246

Cultural Awareness WorksheetPopcorn SoundscapeCultural Awareness WorksheetThunderstorm SoundscapeMood in Music Worksheet

94672111124

form 1-894096-15-01-894096-15-01-894096-15-01-894096-15-01-894096-15-0

285760110150, 1707

1. Wake Me! Shake Me! (ABA)16. Little Old Sod Shanty18. Cheki Morena46. Forty Below, Mood in Music - Work-sheet, 83 Whacky Music, Form Assessment

2303484144

tempo 1-894096-15-01-894096-15-01-894096-15-01-894096-15-01-894096-15-01 - 894096-66-5

4146131150, 2461889 Listen

Tempo in Music, #6 Chester9. Jolly Jolly RhythmCheckup:Mood in Music - Worksheet Loo LaListening Log

1520105124162

dynamics including crescendo and decrescen-do

1-894096-15-01-894096-15-01-894096-15-01-894096-15-01 - 894096-66-5

5172107150, 1869

Dynamics #12 Black SnakePopcorn SoundscapeClock SoundscapeMood in Music - Worksheet, #96 Loo LaListening Log

25

PDFPage #

BinderPage #

articulation including staccato and legato 1-894096-15-01-894096-15-01-894096-15-01-894096-15-01 - 894096-66-5

92111-112136149, 2339

38. Yesh Li Yadiyim47. Kookaburra61. Springtime71. Mist, Jingle Bells recorderListening Log

6685109122

(b)  Knowledge and skills.(D)  identify and label small and large musi-cal forms such as, abac, AB, ABA, and rondo presented aurally in simple songs

1-894096-15-01-894096-15-01-894096-15-01-894096-15-01-894096-15-0

285760110150, 1707

1. Wake Me! Shake Me! (ABA)16. Little Old Sod Shanty18. Cheki Morena46. Forty Below, Mood in Music - Worksheet, 83 Whacky Music, Form Assessment

2303484144

(D)  identify and label small and large musi-cal forms such as, abac, AB, ABA, and rondo presented aurally in larger works.

1 - 894096-66-51 - 894096-66-51 - 894096-66-51 - 894096-66-51 - 894096-66-5

Listen Kit 4Listen Kit 4Listen Kit 4Listen Kit 4Listen Kit 4Listen Kit 4

Stars and Stripes6: Witches’ Dance10: Trepak, from the Nutcracker Suite11: Rondeau16: Jesu, Joy of Man’s Desiring

2330424346

(2)  Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:

(A)  read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes ee

1-894096-15-0 53, 87, 116 Flashcard Fun 27, 61, 90

(A)  read, write, and reproduce rhythmic patterns using standard notation, including eighth- and sixteenth-note combinations qrt qtr

1-894096-15-0 53, 87, 116 Flashcard Fun 27, 61, 90

(A)  read, write, and reproduce rhythmic patterns using standard notation, including dotted half note h.

1-894096-15-0 53, 87, 116 Flashcard Fun 27, 61, 90

(A)  read, write, and reproduce rhythmic patterns using standard notation, including previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate; q qr Q h H w W qttt

1-894096-15-01-894096-15-01-894096-15-0

53, 87, 116also 58, 63, 73, 118

Flashcard FunFlashcard FunFlashcard Fun

27, 61, 9032, 37 47, 92

q qr Q beat, rhythm, meter are labelledreviews all rhythms learned

1-894096-15-01-894096-15-01-894096-15-01-894096-15-01-894096-15-01-894096-15-01-894096-15-01-894096-15-0

3771, 7792, 108138, 139176

5 Good Morning26. Pass the Pumpkin 28 Cut the Cake38 Yesh li Yadiyim (4/4) 45 Toc Toc (2/4)62 Scotland’s Burning (2/4) 64 Categories87 Happy is the Miller

1245516682112113150

qttt 1-894096-15-01-894096-15-01-894096-15-01-894096-15-0

34106111182

4 Frère Jacques44 Clock Round47 Kookaburra91 Biddy Biddy

88085156

h 1-894096-15-01-894096-15-01-894096-15-01-894096-15-0 1-894096-15-0

47, 78, 82155, 175

10 Thanksgiving Round, 29 Scale Round, 31 Crane74. Under the Chestnut Tree 86 Old Blue

215256129149

e q e 1-894096-15-01-894096-15-01-894096-15-01-894096-15-0 1-894096-15-0

51, 556086, 120

12 Black Snake 15 Canoe Song18 Cheki Morena - also uses H34 Stella Ella 53 My Gal’s a Corker

2529346094

3/4 meter 1-894096-15-01-894096-15-01-894096-15-01-894096-15-0 1-894096-15-01-894096-15-01-894096-15-01-894096-15-0 1-894096-15-0

6588, 114125136, 163178181, 185

22 Ma Ku Ay35. My Bonnie 49 Cucu (ta, rest)56 Las Mañanitas (rote)78 Walk Run (and 4/4) 79 Mi Conejito (good read)88 There’s a Hole in the Bucket (3/4)90 Daisy Bell (3/4) 94. My Hat

39628899136137152155159

qrt qtr 1-894096-15-01-894096-15-01-894096-15-01-894096-15-0 1-894096-15-01-894096-15-01-894096-15-01-894096-15-0 1-894096-15-0

4180129131145147, 165167, 179

6. Chester 30 Land of the Silver Birch (4/4)- teaches the rhythm58 Let’s Catch a Rooster (2/4)59 Nobody Likes Me (2/4)69 Wallflowers (2/4) (uses tim-ki)70 Toembaii (4/4) 80 Lost My Partner (2/4)81 J’entends le moulin 89 Built my Lady

1554

103105119121139141153

w 1-894096-15-0 1-894096-15-0

117158,

51 We’re on the Upward Trail76. Tulip Round 93 Crawdad Hole

91132, 158

h. 1-894096-15-01-894096-15-01-894096-15-01-894096-15-0 1-894096-15-0

4388135136181

8. Grandfather’s Clock 35. My Bonnie - use dotted half in 3/461 Springtime (3/4)78 Walk, Run, Ride a Bike90 Daisy Bell (3/4) good example

1762109136155

triplet 42 7. Pizza Pizza 166/8 1-894096-15-0

1-894096-15-01-894096-15-01-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0

54124141156159172173

14. Topnotcher55. Gens du pays65. Feller from Fortune75 I Love the Mountains77 compost84 Flunky Jim85 Sing Sing Together

2898115130133146147

ties 1-894096-15-0 56 16. Little Old Sod Shanty 30

PDF Binder Page # page #

(C)  identify new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articu-lation, including staccato and legato.

PDFPage #

BinderPage #

tempo 1-894096-15-01-894096-15-01-894096-15-01-894096-15-01-894096-15-01 - 894096-66-5

5172107150, 186Listen

Tempo in Music, #6 Chester9. Jolly Jolly RhythmCheckup:Mood in Music - Worksheet Loo LaListening Log

1520

9dynamics including crescendo and decrescendo 1-894096-15-0

1-894096-15-01-894096-15-01-894096-15-0

1 - 894096-66-5

5172107150, 186Listen

Dynamics #12 Black SnakePopcorn SoundscapeClock SoundscapeMood in Music - Worksheet, #96 Loo LaListening Log

25

1629

articulation including staccato and legato 1-894096-15-01-894096-15-01-894096-15-01-894096-15-0

1 - 894096-66-5

92111-112136149, 233

9 Listen

38. Yesh Li Yadiyim47. Kookaburra61. Springtime71. Mist, Jingle Bells recorder

Listening Log

66851091222079

PDFPage #

BinderPage #

Song Number in Binders m d 38 5 Good Morning 12

1-894096-15-0 ls m 42 7. Pizza Pizza 161-894096-15-0 d l,s, 46 9. Jolly Jolly Rhythm 201-894096-15-0 s,l,td 59 17. Miss Mary Mac 331-894096-15-0 s,l, drm s 64 21. Bats 381-894096-15-0 drm sl d’ 70 25. There Was an Old Witch 441-894096-15-0 drmfs d’ 77 28. Cut the Cake 511-894096-15-0 scale drmfsltd’ 78

9129. Scale Round37. Christmas is Coming

5265

1-894096-15-0 m, s, l, t, drm 88 #35 My Bonnie 621-894096-15-0 drmfsl d’ 93 39 Sarasponda 671-894096-15-0 d m s d’ 101 44 Clock Round 801-894096-15-0 drmfs d’ 114 49 Cucu 881-894096-15-0 s,l, drm sl d’ 115

12050. I’ve Been to London53 My Gal’s a Corker

8994

1-894096-15-0 s m 139 64. Categories 1131-894096-15-0 s,l, drm 144

17668 Old Dan Tucker87 Happy is the Miller

118150

1-894096-15-0 drm sl 145 69 Wallflowers82 Billy Billy

119142

1-894096-15-0 drm sltd’ 155 74 Under the Chestnut 1291-894096-15-0 drm s 175 86 Old Blue 1491-894096-15-0 s,l, drm sl 184 93 Crawdad Hole 158

(B)  read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and

(3)  Creative expression. The student per-forms a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:

PDFPage #

BinderPage #

(A)  sing with accurate intonation and rhythm, independently or in groups;

1-894096-15-0

1-894096-15-01-894096-15-01-894096-15-01-894096-15-01-894096-15-01-894096-15-0

4650

6887102108

There are 100+ songs to sing in MusicplayAssessment of Singing is included:#9 Jolly Jolly RhythmAssess singing of any songs from September, rubric, tipsAssess singing of songs from OctoberAssess Nov. songs includes rubrics, tipsAssess Dec. songs45. Toc Toc Toc

2024

42647682

(A)  play classroom instruments inde-pendently or in groups with accurate intona-tion and rhythm;

1-894096-15-0

177, 179

Suggestions for playing classroom instruments are given for almost every selection in Musicplay. Orff arrangements are included for 12 songs in the Orff Source 1, and 25 selections in Orff Source Vol. 2Assessment of playing in the Orff ensemble is given on pages 177 and 179 of the PDF teacher’s guide.

151153

(B)  sing or play a varied repertoire of music such as American folk songs

1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0

28323348515289123144165175178184191

1. Wake Me! Shake Me!2. Hey Lidee3. This Little Light11. Old Joe Clark12. Black Snake13. Bill Grogan’s Goat36. What Did Delaware?54. Yankee Doodle Stick Game68. Old Dan Tucker80. Lost my Partner (Shoo Fly, Paw Paw Patch)86. Old Blue88. There’s a Hole in my Bucket93. Crawdad Hole98. Star Spangled Banner

2672225266397118139149152158165

(B)  play a varied repertoire of music such as American singing games independently or in groups

1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-0

4142515977139168179

6 Chester 7 Pizza Pizza12 Black Snake17 Miss Mary Mac28. Cut the Cake64. Categories82. Billy Billy89. Built my Lady

1516253351113142153

(B)  sing or play a varied repertoire of music such as Texan folk songs

1-894096-15-01-894096-15-01-894096-15-01-894096-15-0 1-894096-15-01-894096-15-01-894096-15-01-894096-15-0

235235236236236237238238

39. Shake Them ‘Simmons Down (for recorder)40. Dance Josey41. Mary Wore Her Red Dress42. Toodala43. Girl’s A-Fooling44. Doney Gal45. Street of Laredo46. Stars Shinin’

209209210210210211212212

PDFPage #

BinderPage #

(B) sing or play a varied repertoire of music such as folk songs representative of local cul-tures, independently or in groups;

1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-01-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0

142142

111112

5680110141173190

93

145

34108124167

185

92146

182

8283

65

6995

138138

606262114125163

African#66 - Tue Tue#67 - African DrummingAustralian#47 - Kookaburra#48 - DigeridooCanadian#16 Little Old Sod Shanty#30 - Land of the Silver Birch#46 - Forty Below#65 - Feller From Fortune#84 - Flunky Jim#97 - O CanadaDutch#39 - SaraspondaEnglish#69 - WallflowersFrench#4 - Frère Jacques#45 - Toc Toc Toc#55 - Gens du pays#81 - J’entends le moulinGerman#94 My hatHebrew#38 - Yesh Li Yadiyim#70 - ToembaiiJamaican#91 - Biddy BiddyJapanese#31 - Crane#32 - KotoMaori (New Zealand)#22 - Ma Ku AyNative American#24 - Sakitohwin#40 - Huron CarolScottish#62 - Scotland’s Burning#63 - Highland PipesSpanish#18 - Cheki Morena#19 - Al Tambor#20 - Mariachi#49 - Cucú#56 - Las Mañanitas#79 - Mi Conejito

116116

4786

305484115146164

67

119

88298141

159

66121

156

5657

39

4369

112112

3435368899137

PDFPage #

BinderPage #

(B) play singing games representative of local cultures independently or in groups; 142

42

93

145

34108167

185

92

182

65

163

African#66 - Tue TueAfrican American7 Pizza PizzaDutch#39 - SaraspondaEnglish#69 - WallflowersFrench#4 - Frère Jacques#45 - Toc Toc Toc#81 - J’entends le moulinGerman#94 My hatHebrew#38 - Yesh Li YadiyimJamaican#91 - Biddy BiddyMaori (New Zealand)#22 - Ma Ku AySpanish#79 - Mi Conejito

116

16

67

119

882141

159

66

156

36

137(C) move alone and with others to a varied reper-toire of music using gross motor locomotor,

1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0

1 - 894096-66-51 - 894096-66-5

2834

ListenListen

1 Wake Me! Shake Me!4 Frère Jacques69 Wallflowers80 Lost My Partner87 Happy is the MillerTrack 6: Witches’ Dance22: Contradance IV, K. 609

28119139150

(C) move alone and with others to a varied reper-toire of music fine motor,

1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0

1 - 894096-66-51 - 894096-66-5

415459863054ListenListen

6 Chester14 Topnotcher17 Miss Mary Mac34 Stella Ella Olla74 Under the Chestnut94 My HatTrack 6: Witches’ Dance22: Contradance IV, K. 609

15283360129159

(C) move alone and with others to a varied reper-toire of music using gross motor, non-locomotor skills;

1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-01 - 894096-66-51 - 894096-66-51 - 894096-66-5

4265303054

ListenListenListen

7 Pizza Pizza22 Ma Ku Ay35 My Bonnie39 Sarasponda54 Yankee Doodle Stick Game64 Categories81 J’entends le moulin96 Loo LaTrack 6: Witches’ Dance10: Trepak, from the Nutcracker Suite22: Contradance IV, K. 609

1639626797113141162

(C) move alone and with others to a varied reper-toire of music using integrated movement such as hands and feet moving together;

1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-01 - 894096-66-51 - 894096-66-51 - 894096-66-5

48304354ListenListenListen

11 Old Joe Clark38 Yesh Li Yadiyim50 I’ve Been to London82 Billy BillyTrack 6: Witches’ Dance11: Rondeau22: Contradance IV, K. 609

226689142

PDFPage #

BinderPage #

(D)  perform various folk dances and play parties;

1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0

2834489216582176

1 Wake Me! Shake Me!4 Frere Jacques11 Old Joe Clark38 Yesh Li Yadiyim80 Lost My Partner (Shoo Fly, Paw Paw Patch)82 Billy Billy87 Happy is the Miller

282266139

142150

(E)  perform simple part work, including rhythmic ostinati, derived from known repertoire; and

1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-01-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0

345155668093117147156159173179

4. Frère Jacques12. Black Snake15. Canoe Song23. Syncocopation30. Land of the Silver Birch39. Sarasponda51. We’re On the Upward Trail70. Toembaii75. I Love the Mountains77. Compost85. Sing Sing Together89. Built my Lady

8252940546791121130133147153

(E)  perform simple part work derived from known repertoire - ROUNDS

1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0

3447557891106111119129138158173

4 Frère Jacques10 Thanksgiving Round15 Canoe Song29 Scale Round37 Christmas is Coming44 Clock Round47 Kookaburra52 Make New Friends58 Let’s Catch a Rooster62 Scotland’s Burning76 Tulip Round85 Sing Sing Together

821295265808593103112126147

E)  perform simple part work derived from known repertoire - PARTNER SONGS

1-894096-15-0 1-894096-15-0

4885

11 Old Joe Clark33 Two Canadian Folk Songs

2259

E)  perform simple part work derived from known repertoire - ECHO

1-894096-15-0 1-894096-15-0

52154

13 Bill Grogan’s Goat73 Plant a Tree

26128

E)  perform simple part work derived from known repertoire - SA

1-894096-15-0 1-894096-15-0 1-894096-15-0

7496165

27. Shine a Light for Peace 41 Hallelujah Chorus80 Lost My Partner

4870139

(F)  interpret through performance new and pre-viously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.

1-894096-15-0 1-894096-15-0

#61 - Springtime,#71 - Mist

109122

(4) Creative expression. The student creates and explores new musical ideas within specified guide-lines. The student is expected to:

PDFPage #

BinderPage #

(A) create rhythmic phrases through improvisation 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0

3849606280919395101105108173183

5 Good Morning11. Old Joe Clark (spoons)18 Cheki Morena19 Al Tambor30 Land of the Silver Birch37 Christmas is Coming38 Yesh li Yadiyim40 Huron Carol42. Pack the Sleigh43. Music is the Language45. Toc Toc Toc84. Flunky Jim93 Crawdad Hole

1222343554656669757882146158

(A) create rhythmic phrases through composition 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0

6080108119171

18 Cheki Morena30 Land of the Silver Birch45. Toc Toc Toc52. Make New Friends (Friend poem)83. Whacky Music

34548293144

(B) create melodic phrases through improvisation 1-894096-15-0 93 39 Sarasponda(B) create melodic phrases through composition 1-894096-15-0

1-894096-15-01-894096-15-0 1-894096-15-01-894096-15-01-894096-15-0

93124221226251252

39 Sarasponda55. Gens du pays (compose own birth-day song)#8 Recorder, Hot Cross Buns create variations#22 Recorder, Rondo, create B sectionReproducibles: Compose a MelodyReproducibles: Compose a Melody for a Poem

6798

195

200

(C) create simple accompaniments through impro-visation

1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0

4246475972116125131

1. Wake Me! Shake Me!7 Pizza Pizza9 Jolly Rhythm10 Thanksgiving Round17 Miss Mary Mac26A Popcorn Soundscape51. We’re On the Upward Trail56. Las Mañanitas (guitar)59. Nobody Likes Me

216202133469199105

C) create simple accompaniments through compo-sition.

1-894096-15-0v 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0

42464759627182115139

1. Wake Me! Shake Me!7 Pizza Pizza9 Jolly Rhythm10 Thanksgiving Round17 Miss Mary Mac19 Al Tambor26 Pass the Pumpkin31 Crane50. I’ve Been to London64. Categories

21620213335455689113

Create New Verses 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1

32, 8889, 120131, 143186

2 Hey Lidee 35 My Bonnie36 What Did Delaware?, 53. My Gal’s a Corker60. Grandpa’s Whiskers 68. Old Dan Tucker95. Camping Song

6, 6263, 94

106, 118161

Create Sound Effects 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0 1-894096-15-0

#25 “There Was an Old Witch26A Popcorn Soundscape27 Shine a Light42a Jack Frost44a Clock Soundscape 49. Cucú61a Thunderstorm Soundscape90 Daisy Bell

717276102107, 114137181

(5)  Historical and cultural relevance. The student exam-ines music in relation to history and cultures. The student is expected to:

PDFPage #

BinderPage #

(A)  perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas

1-894096-15-0

1-894096-15-01-894096-15-01-894096-15-0 1-894096-15-01-894096-15-01-894096-15-01-894096-15-0

235

235236236236237238238

39. Shake Them ‘Simmons Down (for recorder)40. Dance Josey41. Mary Wore Her Red Dress42. Toodala43. Girl’s A-Fooling44. Doney Gal45. Street of Laredo46. Stars Shinin’

209

210

211212

(A)  perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as Hispanic

1-894096-15-01-894096-15-01-894096-15-01-894096-15-0 1-894096-15-01-894096-15-01-894096-15-0

606162114125163

Spanish#18 - Cheki Morena#19 - Al Tambor#20 - Mariachi#49 - Cucú#56 - Las Mañanitas#79 - Mi Conejito

3435368899137

(A)  perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as American Indian cultures in Texas;

1-894096-15-01-894096-15-0

6995

Native American#24 - Sakitohwin#40 - Huron Carol

4369

(B)  perform music representative of America and Texas, including “Texas, Our Texas”;

123 54. Yankee Doodle Stick Game 97

(C)  identify and describe music from diverse genres, styles, periods, and cultures; and

33105128142

3. This Little Light - Listening43. Music is the Language57. Country Kiddie Boogie67. African Drumming

778101116

(D)  examine the relationships between music and inter-disciplinary concepts. (Curriculum Connections)

1-894096-15-01-894096-15-01-894096-15-01-894096-15-01-894096-15-0

135149153159162

61. Springtime71. Mist72 One Planet77. Compost78. Walk, Run, Ride a Bike

109122126133136

(6)  Critical evaluation and response. The student lis-tens to, responds to, and evaluates music and musical performances. The student is expected to:

PDFPage #

BinderPage #

(A)  exhibit audience etiquette during live and re-corded performances;

1-894096-15-01-894096-15-01 - 894096-66-51 - 894096-66-5

16117168 Listen69 Listen

April - Week 383. Whacky MusicConcert Manners (Listening Kit 4)Concert Review (Listening Kit 4)

144

(B)  recognize known rhythmic elements in aural examples using appropriate vocabulary;

1 - 894096-66-51 - 894096-66-51 - 894096-66-51 - 894096-66-51 - 894096-66-5

33 Listen44 Listen44 Listen44 Listen54 Listen

8: Agitaté12: Gigue13: Variation I14: Variation II23: Giloxia

(B)  recognize known melodic elements in aural examples using appropriate vocabulary;

1 - 894096-66-51 - 894096-66-51 - 894096-66-51 - 894096-66-51 - 894096-66-51 - 894096-66-51 - 894096-66-51 - 894096-66-51 - 894096-66-5

8 Listen23 Listen31 Listen34 Listen42 Listen43 Listen44 Listen45 Listen48 Listen

Response JournalStars and Stripes7: Menuetto-trio, Serenade9: Hallelujah, from “Messiah10: Trepak, from the Nutcracker Suite11: Rondeau12: Gigue15: Canarie (trill)18: Morning, Peer Gynt Suite

(C)  describe specific musical events in aural examples such as changes in timbre, form, tempo, dynamics, or articulation using ap-propriate vocabulary;

1 - 894096-66-51 - 894096-66-5

9 Listen69 Listen

Listening Log (Listening Kit 4)Concert Review (Listening Kit 4)

(D)  respond verbally to short musical examples;

1 - 894096-66-51 - 894096-66-5 1 - 894096-66-51 - 894096-66-5 1 - 894096-66-51 - 894096-66-5 1 - 894096-66-51 - 894096-66-5 1 - 894096-66-51 - 894096-66-5 1 - 894096-66-5

24 Listen24 Listen26 Listen30 Listen31 Listen33 Listen34 Listen43 Listen44 Listen50 Listen52 Listen

2: Galliard Battaglia 3: Fig Leaf Rag5: Prelude to The Alchymist, HMV 43 16: Witches’ Dance (discuss)7: Menuetto-trio, Serenade in Eb K. 3758: Agitaté9: Hallelujah, from “Messiah”11: Rondeau12-13-14 Gigue and Variations19: Ode to Joy from Symphony No. 921: Allegro Animato, Piano Concerto

(D)  respond through movement to short musical examples;

1-894096-15-01-894096-15-01-894096-15-01-894096-15-01 - 894096-66-5 1 - 894096-66-51 - 894096-66-5 1 - 894096-66-5

10614715516230 Listen42 Listen43 ListenListen

Clock RoundToembaii#75 I Love the Mountains#79 Mi Conejito6: Witches’ Dance10: Trepak, from the Nutcracker Suite11: Rondeau22: Contradance IV, K. 609

80121

130137

(E)  describe a variety of compositions and formal or informal musical performances using specific music vocabulary; and

1 - 894096-66-5 1 - 894096-66-51 - 894096-66-5 1 - 894096-66-51 - 894096-66-5 1 - 894096-66-51 - 894096-66-5 1 - 894096-66-51 - 894096-66-5 1 - 894096-66-51 - 894096-66-5 1 - 894096-66-51 - 894096-66-5

9 Listen69 Listen24 Listen24 Listen26 Listen30 Listen31 Listen33 Listen34 Listen43 Listen44 Listen50 Listen52 Listen

Listening Log (Listening Kit 4)Concert Review (Listening Kit 4)2: Galliard Battaglia 3: Fig Leaf Rag5: Prelude to The Alchymist, HMV 43 16: Witches’ Dance (discuss)7: Menuetto-trio, Serenade in Eb K. 3758: Agitaté9: Hallelujah, from “Messiah”11: Rondeau12-13-14 Gigue and Variations19: Ode to Joy from Symphony No. 921: Allegro Animato, Piano Concerto

(F)  justify personal preferences for specific music works and styles using music vocabu-lary.

1 - 894096-66-5 1 - 894096-66-51 - 894096-66-5

8 Listen9Listen69 Listen

Response JournalListening Log (Listening Kit 4)Concert Review (Listening Kit 4)

PDF Binder page# page #

(b) Knowledge and skills.(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:

PDFPage #

BinderPage #

(A) distinguish among a variety of musical timbres, including those of children’s voices and soprano, alto, tenor, and bass adult voices;

1-894096-68-11-894096-68-11-894096-68-11-894096-17-71-894096-17-7

9 Listen81 Listen

83144

Listening Log9: Lachen und Weinen, D. 777 - identify adult female voice and piano12: Es ist ein Ros entsprungen - children’s voices36. Banks of the Don77. Old Woman

192

56117

(B) distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;

1-894096-68-11-894096-68-11-894096-68-11-894096-68-11-894096-17-7

10-13 Listen9 Listen45 Listen53 Listen157 Listen

Instrument Family Worksheets Listening Log17: Petite Pièce - clarinet/piano22: La Stangetta - recorder98. Flamenco

198192

157

(1)  The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all stu-dents through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collabora-tion skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.(2)  Four basic strands--foundations: music literacy; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills stu-dents are expected to acquire. The foundation of music literacy is fostered through reading, writing, reproducing, and creating music, thus developing a student’s intellect. Through creative expression, students apply their music literacy and the critical-thinking skills of music to sing, play, read, write, and/or move. By experiencing musical periods and styles, students will understand the relevance of music to history, culture, and the world, including the relationship of music to other academic disciplines and the vocational possibilities offered. Through critical listening, students analyze, evaluate, and respond to music, developing criteria for making critical judgments and informed choices.(3)  Statements that contain the word “including” reference content that must be mastered, while those contain-ing the phrase “such as” are intended as possible illustrative examples.

NOTE: We’ve given page numbers for teachers who have the print copy of the binder and for teachers using the PDF perusal copy of the guide, the PDF page # is included. Page numbers refer to the 2006 revised edition.

TEKS (Texas Standards) Music Grade 5, correlation to Musicplay 5

(b)  Knowledge and skills.(1)  Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C)  use known music symbols and ter-minology referring to ___ and to explain musical sounds presented aurally;

PDFPage #

BinderPage #

rhythm; 1-894096-17-7

1-894096-68-1

1-894096-68-11-894096-17-71-894096-17-7

32, 364022 Listen

41 Listen68111

explains rhythm, refers to songs #3 Tommy Tinker, 6 Pass the Stick and 8 Ickle Ockle#1 Allegro, Autumn - rhythm play along with the musicRadetzky MarchRhythm Erase, Raindrops RoundRhythm Erase, Hot Potato

5, 913

4184

melody; 1-894096-17-7 30 #2 Concentration - sing the melody using solfa

3

timbre; 1-894096-68-1

1-894096-68-1

1-894096-68-1

1-894096-68-1

9 Listen

51 Listen

63 Listen

81 Listen

Listening Log

4: Variation 4 from Introduction & Varia-tions on a Theme - ID flute / piano

6: Witches’ Dance identify instrument - piano

9: Lachen und Weinen, D. 777 - identify voice and piano

192

form; 1-894096-68-1

1-894096-68-11-894096-68-1

35 Listen

63 Listen66 Listen

#10 Trepak - listen with form map, create rhythm patterns to show form, move with ribbons to show form.6: Witches’ Dance identify form - ABAC7: The Joust ABABA form

tempo, including accelerando and ritar-dando;

1-894096-68-11-894096-68-11-894096-17-71-894096-17-71-894096-17-7

9 Listen120 Listen3057137

Listening Log15: Favorite Rag#2 Concentration#17 Ronald McDonald#70 Deep and Wide

19293330110

dynamics; 1-894096-68-11-894096-68-11-894096-17-71-894096-17-71-894096-17-7

9 Listen48 Listen386099

Listening Log19: March of the Dwarfs7. When I Believe18A In a Dark Dark Wood44 Snowflakes

192

113372

articulation; 1-894096-68-1 9 Listen139101172

Listening LogConducting in 2/4, 3/4, 4/445. Early to Bed91. Clementine

19211274145

meter, including simple and compound, 164 86. Riel’s Farewell 137

(b)  Knowledge and skills. PDFPage #

BinderPage #

(D)  identify and label small musical forms such as abac, presented aurally in simple songs and larger works.

1-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-7

38737499114

7. When I Believe27. Peace is Flowing Like a River28. Our Old Sow44. Snowflakes54. I’ve a Car

1146477287

(D)  identify and label large musical forms such as AB, and ABA; rondo; and theme and variations presented aurally in simple songs and larger works.

1-894096-68-11-894096-68-11-894096-68-11-894096-68-1

1-894096-68-11-894096-68-11-894096-68-11-894096-68-1

26 Listen35 Listen41 Listen29 Listen

31 Listen35 Listen45 Listen48 Listen

2. Contradance10: Trepak from The Nutcracker14: Radetzky March5: Variation 6 from Introduction & Varia-tions on a Theme7: The Joust10: Trepak from The Nutcracker18: Rondo19. March of the Dwarfs

3

(2)  Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:

(A)  read rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in 2/4, 3/4, or 4/4 meters as appropriate;

1-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-7

525461141143

Flashcard FunFlashcard FunFlashcard Fun15. Alabama Gal16 Linstead Market19 Whistle Daugher74. Haida75. Funga Alafia

62436252734114116

(A)  read rhythmic patterns using standard no-tation, including previously learned note values in 2/4, 3/4, or 4/4 meters as appropriate;

1-894096-68-11-894096-68-11-894096-68-11-894096-68-11-894096-68-1

3224 Listen26 Listen35 Listen51 Listen

Flashcard FunFlashcard FunFlashcard Fun#3 Little Tommy Tinker1. Allegro - Autumn 2/42. Contradance 3/410: Trepak from The Nutcracker 4/421. Les Toreadors

62436

5

(A)  write, and reproduce rhythmic patterns using standard notation, including previously learned note values in 2/4, 3/4, or 4/4 meters as appropriate;

1-894096-17-71-894096-68-11-894096-17-7

43 Listen

Music ReadingMusic ReadingFlashcard FunFlashcard FunRhythm DictationDictations16: Contradance IIIWriting Rhythms

19212436

93

102(A)  write, and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in 2/4, 3/4, or 4/4 meters as appropriate;

1-894096-17-71-894096-17-7

5243

#15 Alabama Gal#9 Liza Jane

2516

PDFPage #

BinderPage #

(B)  read, pentatonic melodic patterns using standard staff notation; and

1-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-7

30364048114121122149

2 Concentration s m d6 Pass the Stick s m d8 Ickle Ockle m sl13 Button You Must Wander drm sl54 I’ve a Car drm sl58 Cobbler drm s59 Rainbow Color drm sl79 John Kanaka ls mrd

391321879495123

(B)  read, extended pentatonic melodic pat-terns using standard staff notation; and

1-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-68-11-894096-68-11-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-7

2932434452626468105125132137143144169180

1 Mama Don’t Allow s,l, drm3 Little Tommy Tinker d m s d9 Liza Jane drm sl d’10 Four White Horses s,l,tdrm15 Alabama Gal s,l, drm s20 Skin and Bones l, drm21 Lady in the Graveyard l,td24 Raindrops Round dmsd’48 When the Saints drmfs62 Al Citron s, drm66 Girls Day l,t,drmflt70 Deep and Wide rm sltd’75 Funga Alafia drm sl d’77 Old Woman drm s d’89 Play That Rhythm s,l, drm96 Boll Weevil s,l,tdrm

251617253537417898105110116117142153

(B)  read diatonic melodic patterns using standard staff notation; and

1-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-7

476174788889108111139171

12 For Health and Strength major scale19 Whistle Daughter Whistle drmfs28 Our Old Sow s, drm30 Sing the Scale C scale38 Winter is Here G scale39 Charley Marley C scale50 Music Alone Shall Live F Scale52 Hot Potato tdrmfs72 I am Slowly Going Crazy C scale (plus A,B,)90 Come and Sing C scale

2034475161628184112144

(B)  write, and reproduce pentatonic melod-ic patterns using standard staff notation; and

1-894096-17-71-894096-17-7

48121

#13 Button You Must Wander#58 Cobbler

2194

(B)  write, and reproduce extended penta-tonic melodic patterns using standard staff notation; and

1-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-7

32435268180

3 Little Tommy Tinker d m s d 9 Liza Jane drm sl d’ 15 Alabama Gal s,l, drm s 24 Raindrops Round dmsd’ 96 Boll Weevil s,l,tdrm

5162541154

(B)  write, and reproduce diatonic melodic patterns using standard staff notation; and

1-894096-17-71-894096-17-71-894096-17-71-894096-17-7

61747888

19 Whistle Daughter Whistle drmfs 28 Our Old Sow s, drm 30 Sing the Scale C scale scale worksheet in guide38 Winter is Here G scale

34475161

(C)  identify and interpret new and previ-ously learned music symbols and terms referring to tempo, including accelerando and ritardando;

1-894096-68-11-894096-68-11-894096-17-71-894096-17-71-894096-17-7

3057137

Listening Log15: Favorite Rag#2 Concentration#17 Ronald McDonald#70 Deep and Wide

192

330110

dynamics; 1-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-7

3538606999

5. Boom Chicka Boom7. When I Believe18A In a Dark Dark Wood24A Thunderstorm Soundscape44. Snowflakes

811334272

PDFPage #

BinderPage #

articulation; 1-894096-17-71-894096-17-71-894096-17-7

596264

#18 Ghost of Tom#20 Skin and Bones#21 Lady in the Graveyard

323537

simple meter, . 1-894096-17-71-894096-17-71-894096-17-7

139101172

Conducting in 2/4, 3/4, 4/4 45. Early to Bed91. Clementine

11274145

compound meter 1-894096-17-71-894096-17-71-894096-17-71-894096-17-7

106164137134

#49. George Washington Bridge86. Riel’s Farewell71. Irish Jig 6/868. Click go the Shears 6/8

79137110107

(3)  Creative expression. The stu-dent performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:

(A)  sing independently or in groups with accurate intonation and rhythm;

1-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-7

43353847

Teaching notes for Sept. wk 4, #9 Liza Jane#5 Boom chicka BoomAssess singing in Tune #7 When I Believe#12 For Health and StrengthUse review songs for assessmentUse review songs for assessmentUse review songs for assessmentUse review songs for assessmentperform rhythm of Hot Potato

15-168152036, 68, 14089

(A)  play classroom instruments independently or in groups with ac-curate intonation and rhythm;

1-894096-17-71-894096-17-7

37145

Self Assess playingSelf Assess playing

10118

(B)  sing or play a varied repertoire of music such as American folk songs

1-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-7

2943526162119152172180105

#1 - Mama Don’t Allow#9 - Liza Jane#15 Alabama Gal#19 Whistle Daughter Whistle#20 Skin and Bones57. Tom Dooley80. Drill Ye Tarriers91. Clementine#96 Boll Weevil#48 Oh, When the Saints

2162534359212514515378

(B)  sing or play a varied repertoire of music such as patriotic music

1-894096-17-71-894096-17-71-894096-17-7

191

188

Star Spangled Banner (movie has 2 million hits on YouTube)Capitals of America

164

161

(B)  sing or play a varied repertoire of music such as songs from Texas

1-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-7

180 #96 Boll Weevil27. Sandy Land26. Marching Round the Fodder Stack25. Blue Beads28. Night Herding

153189189189190

PDFPage #

BinderPage #

(B)  sing or play a varied repertoire of music such as folk songs representative of local and world cultures indepen-dently or in groups;

1-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-7

5376828284899092104105122128132134136140141143164174158183

#16 Linstead Market (Jamaican)#29 Ah! Si mon moine voulait danser! (French)34. Ho Ho Watanay (Iroquois)35. Ninaskamon (Cree)37. Hevenu Shalom (Hebrew)#39 Charley Marley (Jamaican)40. C’est L’aviron (French)41. Campana Sobre (Spanish)47. Follow the Drinkin’ Gourd (Spiritual)48. When the Saints (Spiritual)59. Rainbow Color (Chinese)64. En Roulant (French Canadian)66. Girl’s Day (Japan)68. Click Go the Shears (Australian)69. Brave Wolfe (Canadian)73. Un Canadien Errant (French Canadian)#74 Haida (Hebrew)#75 Funga Alafia (Liberia)86. Riel’s Farewell (Canadian)#92 I Let Her Go (Trinidad)#83 Drunken Sailor (English)97. La Bella Hortelana (Spanish)

2749555558626365777895101105107109113114116137147131156

(B)  play singing games representative of local cultures independently or in groups;

1-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-7

44577480102125129177

10 - Four White Horses (Caribbean)17 Ronald MacDonald28 Our Old Sow33 Green Sally Up46 Old Maid62 Al Citron (Spanish)65. Chumbara (French Canadian)94. Ball Go Round

173047537598103150

(C)  move alone and with others to a varied repertoire of music using gross motor locomotor,

1-894096-68-11-894096-68-11-894096-68-1

31 Listen43 Listen54 Listen

#7 The Joust#16 Contradance#24 El Grillo

1127

(C)  move alone and with others to a varied repertoire of music fine motor,

1-894096-68-11-894096-17-71-894096-17-71-894096-17-71-894096-17-7

41445780129

#14. Radetzky March10 - Four White Horses (Caribbean)17 Ronald MacDonald33 Green Sally Up65. Chumbara (French Canadian)

173053103

(C)  move alone and with others to a varied repertoire of music using gross motor, non-locomotor skills;

1-894096-68-11-894096-68-11-894096-68-11-894096-17-71-894096-17-71-894096-17-71-894096-17-7

41 Listen43 Listen54 Listen445780129

#14. Radetzky March#16 Contradance#24 El Grillo10 - Four White Horses (Caribbean)17 Ronald MacDonald33 Green Sally Up65. Chumbara (French Canadian)

173053103

(C)  move alone and with others to a varied repertoire of music using inte-grated movement such as hands and feet moving together;

1-894096-68-11-894096-68-11-894096-68-11-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-71-894096-17-7

31 Listen43 Listen54 Listen5289150141143158174

#7 The Joust#16 Contradance#24 El Grillo#15 Alabama Gal#39 Charley Marley 79. John Kanaka#74 Haida#75 Funga Alafia#83 Drunken Sailor92 I Let Her Go

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(D)  perform various folk dances and play parties;

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#15 Alabama Gal#39 Charley Marley 79. John Kanaka#74 Haida#75 Funga Alafia#83 Drunken Sailor92 I Let Her Go

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(E)  perform simple two-part music, includ-ing rhythmic and melodic ostinati

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6. Pass the Stick8. Ickle Ockle34. Ho Ho Watanay45. Early to Bed52. Hot Potato

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(E)  perform simple two-part music, includ-ing melodic ostinati

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53. Scoo Be Doo79. John Kanaka

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(E)  perform simple two-part music, includ-ing rounds

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3 Little Tommy Tinker12 For Health and Strength18 Ghost of Tom30 Sing the Scale38 Winter is Here

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(E)  perform simple two-part music, includ-ing partner songs

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16 Linstead Market23 Shalom

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(E)  perform simple two-part music, includ-ing counter melodies

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3885113139153

#7 When I Believe37 Hevenu Shalom53 Scoo Be Doo Song72 I am Slowly Going Crazy81 Show You Care

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(F)  interpret through performance new and previously learned music symbols and terms referring to tempo, including accelarando and ritardando; dynamics; articulation; and meter, including simple and compound.

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74. Haida15: Favorite Rag#2 Concentration#17 Ronald McDonald#70 Deep and Wide

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(4) Creative expression. The student creates and explores new musical ideas within specified guidelines. The student is expected to:

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(A) create rhythmic phrases through improvisation

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1 Mama Don’t Allow37 Hevenu Shalom53 Scoo Be Doo Song92 I Let Her Go (spoken)November wk 1 Flashcard Fun

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(A) create rhythmic phrases through composition

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Playing and Improvising5 Boom Chicka Boom8 Ickle Ockle (create variations)16 Linstead Market (create rhythm acc)November wk 1 Flashcard Fun58 Cobbler64 En Roulant65 Chumbara79 John Kanaka89 Play That Rhythm (play n/p) Create Canada Word Chain

81326

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(B) create melodic phrases through improvisation

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3493113117150

4 School Day Blues42 Christmas Shopping Blues53 Scoo Be Doo Song56 Five Four Groove79 John Kanaka

7668690123

(B) create melodic phrases through composition

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40419293121150

8 Ickle Ockle (create variations)8A Autumn41 Campana Sobre42 Christmas Shopping Blues58 Cobbler (create variations)79 John Kanaka

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(C) create simple accompaniments through improvisation

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303640434859626468727376808189121122144157

2 Concentration6 Pass the Stick8 Ickle Ockle9 Liza Jane13 Button You Must Wander18 Ghost of Tom20 Skin and Bones21 Lady in the Graveyard24 Raindrops round26 He’s Got the Whole World27 Peace is Flowing29 Ah! Si mon moine voulait danser!33 Green Sally Up34 Ho Ho Watanay39 Charley Marley58 Cobbler59 Rainbow Color77 Old Woman82 Hey Ho

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(C) create simple accompaniments through composition.

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4 School Day Blues8 Ickle Ockle9 Liza Jane13 Button You Must Wander20 Skin and Bones21 Lady in the Graveyard24 Raindrops round26 He’s Got the Whole World27 Peace is Flowing29 Ah! Si mon moine voulait danser!33 Green Sally Up34 Ho Ho Watanay39 Charley Marley57 Tom Dooley58 Cobbler59 Rainbow Color64 En Roulant77 Old Woman82 Hey Ho91 Clementine (BW or guitar)19 Whistle Daughter65 Chumbara (B/P or N/P)66 Girl’s Day74 Haida (F anc C Boomwhackers)75 Funga Alafia (Orff or N/P) Environmental Composition Project Rain Soundscape83 Drunken Sailor91 Clementine (guitar, uke, BW)

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131145

(5)  Historical and cultural relevance. The student examines music in relation to his-tory and cultures. The student is expected to:(A)  perform a varied repertoire of songs, movement, and musical games representa-tive of diverse cultures such as historical folk songs of Texas

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180 #96 Boll Weevil27. Sandy Land26. Marching Round the Fodder Stack25. Blue Beads28. Night Herding

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190(A)  perform a varied repertoire of songs, movement, and musical games representa-tive of diverse cultures such as historical folk songs of America

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#1 Mama Don’t Allow#9 Liza Jane#15 Alabama Gal#19 Whistle Daughter Whistle#20 Skin and Bones#57 Tom Dooley#80 Drill Ye Tarriers#91 Clementine#96 Boll Weevil#48 Oh, When the Saints

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(A) perform a varied repertoire of songs, movement, and musical games represen-tative of diverse cultures such as histori-cal folk songs of Texas

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180 96. Boll Weevil27. Sandy Land26. Marching Round the Fodder Stack25. Blue Beads28. Night Herding

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190(A) perform a varied repertoire of songs, representative of diverse cultures such as historical folk songs of America

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#1 Mama Don’t Allow#9 Liza Jane#15 Alabama Gal#19 Whistle Daughter Whistle#20 Skin and Bones57. Tom Dooley80. Drill Ye Tarriers91. Clementine#96 Boll Weevil#48 Oh, When the Saints

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(A) perform a varied repertoire of songs, representative of diverse cultures

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5470828285899092104105122125128129131134136139141143177183

16 Linstead Market25 El Torojil34 Ho Ho Watanay35 Ninaskamon37 Hevenu Shalom39 Charley Marley40 C’est l’aviron41 Campana Sobre47 Follow the Drinkin’ Gourd48 When the Saints59 Rainbow Color62 Al Citron64 En Roulant65 Chumbara66 Girl’s Day68 Click go the Shears69 Brave Wolfe73 Un Canadien Errant74 Haida75 Funga Alafia94 Ball Go Round97 La Bella Hortelana

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(A) perform a varied repertoire of movement (folk songs) representative of diverse cultures

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#15 Alabama Gal#39 Charley Marley 71 Irish Jig79. John Kanaka#74 Haida#75 Funga Alafia#83 Drunken Sailor92 I Let Her Go

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(A) perform a varied repertoire of musical games representative of diverse cultures such as folk songs of European cultures in America; African cultures in America;

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44577480102125129177

10 - Four White Horses (Caribbean)17 Ronald MacDonald (African American)28 Our Old Sow33 Green Sally Up (African American)46 Old Maid (Norwegian)62 Al Citron (Spanish)65. Chumbara (French Canadian)94. Ball Go Round

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(B) perform music representative of America, including “The Star Spangled Banner”;

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100 The Capitals of America102 Star Spangled Banner

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(C) identify and describe music from diverse genres, styles, periods, and cultures; and

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Identify the CultureIdentify the Culture4 School Day Blues (Blues)16 Linstead Market48 When the Saints56 Five Four Groove

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(D) examine the relationships between music and interdisciplinary concepts. (Curriculum Connections)

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4 School Day Blues7 When I Believe11 Steel Drum14 Jack was Every Inch a Sailor15 Alabama Gal19 Whistle Daughter Whistle20 Skin and Bones21 Lady in the Graveyard23 Shalom24 Raindrops Round25 El Torojil28 Our Old Sow29 Ah! Si mon moine voulait danser!34 Ho Ho Watanay35 Ninaskamon36 Banks of the Don37 Hevenu Shalom38 Winter is Here39 Charley Marley40 C’est l’aviron41 Campana Sobre44 Snowflakes45 Early to Bed47 Follow the Drinkin’ Gourd48 When the Saints57 Tom Dooley59 Rainbow Color61 You Gotta Believe63 Johnny Lost a Quarter64 En Roulant65 Chumbara66 Girl’s Day67 Didgeridoo68 Click Go the Shears69 Brave Wolfe73 Un Canadien Errant75 Funga Alafia79 John Kanaka80 Drill Ye Tarriers81 Show You Care82 Hey Ho83 Drunken Sailor

712182225343537404143474955555658616263657274777892959899101102105106107109113116123125126130131

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(D) examine the relationships between music and interdisciplinary concepts.

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84 The Ship Titanic85 Come Follow86 Riel’s Farewell87 Neath the Lilacs90 Come and Sing91 Clementine92 I Let Her Go93 Take Me Out to the Ballgame94 Ball Go Round96 Boll Weevil97 La Bella Hortelana99 The Capitals of Canada100 The Capitals of America101 O Canada102 Star Spangled Banner

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(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical perfor-mances. The student is expected to:(A) exhibit audience etiquette during live and recorded performances;

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15 Alabama GalListening89 Play That RhythmConcert Manners

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(B) identify known rhythmic elements in aural examples using appropriate vocabulary;

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Listening Log13 Button 24 Raindrops Round52 Hot Potato54 I’ve a Car57 Tom Dooley 79 John Kanaka 74 Haida 83 Drunken Sailor

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(B) identify known melodic elements in aural examples using appropriate vocabulary;

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9 Listen40434852626468114121129

Listening Log (major/minor)8 Ickle Ockle9 Liza Jane13 Button15 Alabama Gal20 Skin and Bones21 Lady in the Graveyard24 Raindrops Round54 I’ve a Car58 Cobbler65 Chumbara

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(C) describe specific musical events such as changes in timbre, form, tempo, dynamics, or ar-ticulation in aural examples using appropriate vocabulary;

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Listening Log 20 Skin and Bones21 Lady in the Graveyard24 Raindrops Round54 I’ve a Car58 Cobbler

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(D) respond verbally to short musical examples;

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7 When I Believe24a Thunderstorm Soundscape - discuss perfor-mances29 Ah! Si mon moine voulait danser!41 Campana - 44 Snowflakes48 When the Saints65 ChumbaraRain Soundscape

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9(D) respond through movement to short musical examples;

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#7 The Joust#16 Contradance#25 El Torojil#90 Come and Sing#10 Four White Horses (create clap patterns) #15 Alabama Gal (create dance) #29 Ah! Si mon moine voulait danser!#37 Hevenu Shalom#45 Early to Bed#51 Five Foot Two#56 Five Four Groove (move to show 5/4 time) #59 Rainbow Color (ribbon dance)#61 You Gotta Believe#71 Irish Jig (create dance)#83 Drunken Sailor (create movement)#85 Come Follow (create Maypole Dance)#90 Come and Sing (create movement)

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(E) evaluate a variety of composi-tions and formal or informal musi-cal performances using specific criteria; and

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122 #60 Chinese TempleAssess performancePlay That RhythmListening Log

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9

(F) justify personal preferences for specific music works and styles using music vocabulary.

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9 Listen

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Listening LogConcert Review#16 Linstead Market#29 Ah! Si mon moine voulait danser!#41 Campana Sobre#48 When the Saints#65 Chumbara#79 John Kanaka

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