Listening and exploring sound
Students get used to the routines of music time. They listen to different songs, notice loud and soft or fast and slow, and try out simple instruments like shakers and drums.
What does a student learn in
This is the year music becomes something students make, not just hear. Students sing, clap, and move to songs, then try out their own sounds and simple beats. They start to notice when music feels fast or slow, loud or quiet, happy or calm. By spring, students can sing a short song with a group and share what they like about a piece of music.
- Singing
- Keeping a beat
- Making sounds
- Listening to music
- Sharing 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
Singing and moving together
Students join in on familiar songs and rhymes as a group. They clap to the beat, move to the music, and start matching their voices to a simple tune.
- 3
Making up their own music
Students start inventing. They make up little songs, tap out patterns on a drum, or pick sounds to go with a story. A parent might hear new made-up tunes at home.
- 4
Sharing songs with others
Students practice a few favorite songs and perform them for classmates or family. They talk about which songs they like, how a song makes them feel, and what a song might be about.
Mastery Learning Standards
The required skills a student should display by the end of Pre-Kindergarten.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students connect music to things they already know and feel. A song about rain, a game they play, or a story from home can all spark what they make or sing in class.
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Relate artistic ideas and works with societal, cultural
Songs and music come from real places, times, and communities. Students listen to music from different cultures and talk about what it sounds like and where it comes from.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect music to things they already know and feel. A song about rain, a game they play, or a story from home can all spark what they make or sing in class. | MU:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Songs and music come from real places, times, and communities. Students listen to music from different cultures and talk about what it sounds like and where it comes from. | MU:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students hum, clap, or make up short sounds and songs from their own imagination. This is the start of creating music.
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Organize and develop artistic ideas and work
Students pick sounds, songs, or movements they like and start putting them together into something of their own.
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Refine and complete artistic work
Students pick a song or rhythm they made and practice it until it sounds the way they want. They learn that creative work takes more than one try.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students hum, clap, or make up short sounds and songs from their own imagination. This is the start of creating music. | MU:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick sounds, songs, or movements they like and start putting them together into something of their own. | MU:Cr2.pk |
| Refine and complete artistic work | Students pick a song or rhythm they made and practice it until it sounds the way they want. They learn that creative work takes more than one try. | MU:Cr3.pk |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students pick a song or musical piece to perform and think about how they want it to sound. They make simple choices, like whether to sing softly or loudly.
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Develop and refine artistic techniques and work for presentation
Students practice a song or movement until it feels ready to share. Rehearsing helps them get more comfortable performing in front of others.
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Convey meaning through the presentation of artistic work
Singing a song or playing along with music is itself a form of sharing. Students communicate feelings and ideas through the music they perform, not just through words.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick a song or musical piece to perform and think about how they want it to sound. They make simple choices, like whether to sing softly or loudly. | MU:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a song or movement until it feels ready to share. Rehearsing helps them get more comfortable performing in front of others. | MU:Pr5.pk |
| Convey meaning through the presentation of artistic work | Singing a song or playing along with music is itself a form of sharing. Students communicate feelings and ideas through the music they perform, not just through words. | MU:Pr6.pk |
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.
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Interpret intent and meaning in artistic work
Students listen to a song or watch a performance and share 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 a song or watch a performance and say what they liked or what they thought could be different. They start learning to have reasons for their opinions about music.
| 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. | MU:Re7.pk |
| Interpret intent and meaning in artistic work | Students listen to a song or watch a performance and share what they think it feels like or what story it might be telling. | MU:Re8.pk |
| Apply criteria to evaluate artistic work | Students listen to a song or watch a performance and say what they liked or what they thought could be different. They start learning to have reasons for their opinions about music. | MU:Re9.pk |
Common Questions
What does music look like for four-year-olds?
Students sing simple songs, clap and stomp to a beat, and play with shakers, sticks, and drums. They explore loud and soft, fast and slow, and high and low sounds. Most learning happens through movement, play, and short group songs.
How can I support music at home?
Sing in the car, dance in the kitchen, and clap rhythms back and forth at bath time. Point out sounds students hear during the day, like a bird, a siren, or a tapping spoon. Five minutes of music play a day is plenty.
Does a child need to learn notes or read music this year?
No. Reading notes comes much later. Right now the goal is to feel a steady beat, match a tune with the voice, and notice differences in sound.
What should I plan for the first few weeks?
Start with short call-and-response songs, name games set to a beat, and a small set of classroom instruments. Build routines for how to hold a shaker, how to stop and listen, and how to take turns. These routines carry the whole year.
How do I sequence music skills across the year?
Begin with steady beat through clapping and walking, then add high and low singing, then loud and soft, then fast and slow. Add simple instrument play once listening routines are solid. Save short performances for families until late winter or spring.
What if a student will not sing or join in?
That is common at this age. Let students listen, watch, and tap along until they feel ready. Most join in within a few weeks once the songs become familiar.
How do students share music with others?
Students perform short songs, finger plays, and movement pieces for classmates or families. The point is to share something they practiced, not to put on a polished show. Keep performances under a few minutes.
How do I know a student is ready for kindergarten music?
By spring, students should keep a steady beat with a clap or shaker, sing a short song with the group, and tell the difference between loud and soft or fast and slow. They should also be able to listen to a piece of music and say something they noticed or liked.