Exploring sound and voice
Students start the year by listening closely and trying out their singing and speaking voices. They notice loud and quiet, fast and slow, and begin matching simple tunes they hear.
What does a student learn in
This is the year students discover that music is something they can make, not just hear. Students sing, clap rhythms, and try out simple instruments, then talk about what they like in a song and why. They start sharing short pieces with classmates and connecting songs to their own lives and families. By spring, students can perform a short song or rhythm for the class and say one thing they noticed about how it sounded.
- Singing
- Rhythm and beat
- Simple instruments
- Listening to music
- Sharing performances
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
Making music together
Students keep a steady beat with their hands, feet, and small instruments like shakers and drums. They learn to play along with the group and stop and start on cue.
- 3
Inventing musical ideas
Students make up their own short patterns of sound, like a clapping rhythm or a little tune to go with a story. They try out ideas, pick the ones they like, and share them with the class.
- 4
Sharing songs with an audience
Students practice a few songs and rhymes to perform for classmates or families. They also talk about music they hear, saying what it reminds them of and what they like about it.
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 a song or musical activity to something from their own life, like a memory, a feeling, or a moment they recognize.
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Relate artistic ideas and works with societal, cultural
Songs and music come from real places, times, and people. Students connect what they hear to where a song comes from or what was happening when people made it.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect a song or musical activity to something from their own life, like a memory, a feeling, or a moment they recognize. | MU:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Songs and music come from real places, times, and people. Students connect what they hear to where a song comes from or what was happening when people made it. | 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 simple tune, choosing sounds to tap or sing, or deciding how a song should feel.
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Organize and develop artistic ideas and work
Students pick a simple melody or rhythm pattern they like and decide how to put it together into a short piece of music.
-
Refine and complete artistic work
Students pick a song or rhythm they made up and practice it until it sounds the way they want. They finish the piece and share it as their own.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own musical ideas, like making up a simple tune, choosing sounds to tap or sing, or deciding how a song should feel. | MU:Cr1.k |
| Organize and develop artistic ideas and work | Students pick a simple melody or rhythm pattern they like and decide how to put it together into a short piece of music. | MU:Cr2.k |
| Refine and complete artistic work | Students pick a song or rhythm they made up and practice it until it sounds the way they want. They finish the piece and share it as their own. | 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 before they play or sing it.
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Develop and refine artistic techniques and work for presentation
Students practice a song or rhythm until it sounds the way they want it to. Getting it right takes repetition and small fixes along the way.
-
Convey meaning through the presentation of artistic work
Students perform a song or rhythm for others and show what it means to them through how they play, sing, or move.
| 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 before they play or sing it. | MU:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice a song or rhythm until it sounds the way they want it to. Getting it right takes repetition and small fixes along the way. | MU:Pr5.k |
| Convey meaning through the presentation of artistic work | Students perform a song or rhythm for others and show what it means to them through how they play, sing, or move. | 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's 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 it makes them picture. There are no wrong answers, just reasons.
-
Apply criteria to evaluate artistic work
Students listen to a short piece of music and say what they liked or what they noticed. They start to use simple reasons, not just "I liked it," to explain what they think.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students listen to a short piece of music and share what they notice, like whether it's 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 it makes them picture. There are no wrong answers, just reasons. | MU:Re8.k |
| Apply criteria to evaluate artistic work | Students listen to a short piece of music and say what they liked or what they noticed. They start to use simple reasons, not just "I liked it," to explain what they think. | MU:Re9.k |
Common Questions
What does a year of music look like at this age?
Students sing simple songs, clap and tap steady beats, and try out instruments like shakers and drums. They start to notice when music is fast or slow, loud or quiet, and they make up their own short sounds and movements.
How can I support music learning at home?
Sing in the car, clap along to songs, and let students bang on pots or shakers to find a beat. Five minutes of dancing to a favorite song counts. Talking about whether a song feels happy, sleepy, or silly also builds real listening skills.
Does my child need to read music or know note names?
No. At this age, students learn music by ear, by voice, and by moving their bodies. Reading notes on a page comes later. The focus right now is steady beat, singing in tune, and listening carefully.
What if my child is shy about singing?
That is common and fine. Try humming together, singing in a silly voice, or letting students tap the beat while a grown-up sings. Confidence usually grows once singing feels like play instead of a performance.
How should I sequence skills across the year?
Start with steady beat, call-and-response songs, and loud versus quiet. Move into high versus low, fast versus slow, and simple rhythm patterns. Save short student-made compositions and small group performances for later in the year, once routines are solid.
What usually needs the most reteaching?
Keeping a steady beat while singing trips up many students, since the voice and hands want to speed up together. Telling beat apart from rhythm also takes repeated practice. Short daily doses work better than one long lesson.
How do I know students are ready for first grade music?
By spring, most students can match a simple tune, keep a steady beat with a shaker or their hands, and describe a song as fast or slow, loud or quiet. They can also share something they like or notice about a piece of music.