Exploring sound and voice
Students start the year by listening for sounds around them and trying out their singing and speaking voices. Parents may hear new songs hummed at home and questions about loud versus soft, fast versus slow.
What does a student learn in
This is the year music becomes something students make, not just hear. Students try out their own sounds and short patterns, then practice a song or rhythm enough to share it with the class. They also start to notice what a song makes them feel and why, and they connect songs to their own lives. By spring, students can perform a simple song for others and say what they like about a piece of music.
- Singing
- Rhythm and beat
- Making up music
- Performing songs
- Listening to music
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Keeping a steady beat
Students clap, tap, and march to music to feel the steady pulse. They start matching simple rhythms with sticks, shakers, and drums, and they notice the beat in songs they already know.
- 3
Making up musical ideas
Students invent short songs, sound effects, and movements to go with stories or pictures. They pick which version they like best and practice it so they can share it with the class.
- 4
Sharing songs with an audience
Students rehearse songs and small performances to share with classmates or families. They learn how to stand, listen for their cue, and sing together so the music sounds the way they planned.
- 5
Listening and talking about music
Students listen to music from different places and times and talk about how it makes them feel. They start saying what they liked, what the music reminded them of, and why.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students connect what they already know and feel to music they make or hear, linking a song or sound to something from their own life.
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Relate artistic ideas and works with societal, cultural
Songs and music come from real places, times, and communities. Students connect what they hear to the world around them, like noticing that a lullaby sounds different from a marching band song.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect what they already know and feel to music they make or hear, linking a song or sound to something from their own life. | MU:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Songs and music come from real places, times, and communities. Students connect what they hear to the world around them, like noticing that a lullaby sounds different from a marching band song. | MU:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with their own musical ideas, like making up a short melody, choosing sounds to describe something, or deciding how a song should feel.
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Organize and develop artistic ideas and work
Students pick their favorite sounds or rhythms and put them in order to make a short song or musical idea their own.
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Refine and complete artistic work
Students revisit a song or rhythm they made and decide what to keep, change, or finish before sharing it with others.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own musical ideas, like making up a short melody, choosing sounds to describe something, or deciding how a song should feel. | MU:Cr1.k |
| Organize and develop artistic ideas and work | Students pick their favorite sounds or rhythms and put them in order to make a short song or musical idea their own. | MU:Cr2.k |
| Refine and complete artistic work | Students revisit a song or rhythm they made and decide what to keep, change, or finish before sharing it with others. | MU:Cr3.k |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose a song or piece of music to perform and think about how they want it to sound. They practice making simple decisions, like whether to sing softly or loudly, before sharing their work.
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Develop and refine artistic techniques and work for presentation
Students practice a song or musical idea more than once to make it sound better before sharing it with others.
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Convey meaning through the presentation of artistic work
Students perform a song or rhythm for others and focus on sharing it clearly, not just getting through the notes.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose a song or piece of music to perform and think about how they want it to sound. They practice making simple decisions, like whether to sing softly or loudly, before sharing their work. | MU:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice a song or musical idea more than once to make it sound better before sharing it with others. | MU:Pr5.k |
| Convey meaning through the presentation of artistic work | Students perform a song or rhythm for others and focus on sharing it clearly, not just getting through the notes. | MU:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students listen to a short piece of music and share what they notice, like whether it sounds fast or slow, loud or quiet, or happy or sad.
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Interpret intent and meaning in artistic work
Students listen to a short piece of music and say what they think it feels like or what story it might be telling.
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Apply criteria to evaluate artistic work
Students listen to music and say what they liked and why. They start learning that opinions about music can be backed up with a reason.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students listen to a short piece of music and share what they notice, like whether it sounds fast or slow, loud or quiet, or happy or sad. | MU:Re7.k |
| Interpret intent and meaning in artistic work | Students listen to a short piece of music and say what they think it feels like or what story it might be telling. | MU:Re8.k |
| Apply criteria to evaluate artistic work | Students listen to music and say what they liked and why. They start learning that opinions about music can be backed up with a reason. | MU:Re9.k |
Common Questions
What does music class look like this year?
Students sing simple songs, clap and tap steady beats, play small instruments like shakers and drums, and move to music. They also make up their own short rhythms and tunes, and talk about how music makes them feel.
How can I help my child with music at home?
Sing together in the car, clap along to favorite songs, and let them bang on pots or shake a jar of beans to keep the beat. Ask what the song reminds them of or how it makes them feel. Five minutes of this a few times a week is plenty.
My child is shy about singing. Is that a problem?
Not at all. Many students start the year quiet and warm up over time. Humming along, tapping the beat, or singing only at home counts as real practice. Avoid pushing for a solo performance.
Does my child need to read music or learn an instrument?
No. Students this year work by ear and by feel, not by reading notes on a staff. They use their voice, their body, and simple classroom instruments. Formal lessons can wait.
How should I sequence music skills across the year?
Start with steady beat, voice exploration, and listening routines in the fall. Add high and low, loud and soft, and fast and slow through the winter. Save short composing and small group performances for spring, once students are comfortable singing and playing together.
What usually needs the most reteaching?
Keeping a steady beat while singing trips up the most students, because their hands speed up with the words. Matching pitch is the other slow burn. Both improve with short, daily practice rather than long once-a-week drills.
How do I know students are ready for first grade music?
By June, students should keep a steady beat with a song, sing simple tunes close to in tune, tell loud from soft and fast from slow, and share a short idea about a piece they heard. They should also be able to make up a four-beat pattern on a drum or shaker.
What does it mean to connect music to culture and experience at this age?
It means singing songs from different families, holidays, and places, and letting students share music they know from home. Asking what a song reminds them of or where they have heard something like it counts.