Exploring sound and voice
Students start the year discovering the sounds they can make with their voices, hands, and simple instruments. Parents may hear more humming, clapping, and silly sound games at home.
What does a student learn in
This is the year music becomes something students make on purpose, not just something playing in the background. Students sing simple songs, tap out steady beats, and try out instruments to see what sounds they can create. They start to notice when music feels fast or slow, loud or quiet, and how it makes them feel. By spring, students can join in a familiar song and keep a steady beat with their hands or a drum.
- Singing
- Steady beat
- Making sounds
- Listening to music
- Sharing songs
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 to music
Students sing songs, follow beats, and move their bodies to match the music. They begin to notice when music is fast or slow, loud or quiet.
- 3
Making up their own music
Students invent their own short songs, rhythms, and sound patterns. They pick which sounds they like best and practice them again.
- 4
Sharing music with others
Students perform songs and rhythms for classmates and family. They practice a piece, get ready to share it, and listen while others take a turn.
- 5
Listening and talking about music
Students listen to different kinds of music and talk about how it makes them feel. They connect songs to stories, holidays, and people in their lives.
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, drawing on everyday experiences to explore songs, sounds, and movement.
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Relate artistic ideas and works with societal, cultural
Songs and music come from somewhere. Students begin to notice that the music they hear and make is connected to people, places, and celebrations around them.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect music to things they already know and feel, drawing on everyday experiences to explore songs, sounds, and movement. | MU:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Songs and music come from somewhere. Students begin to notice that the music they hear and make is connected to people, places, and celebrations around them. | MU:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students hum, clap, or make up simple sounds and songs on their own. This is the start of learning to create music.
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Organize and develop artistic ideas and work
Students pick a simple song, beat, or sound and practice it until it feels ready to share. This is the start of making something that is theirs.
-
Refine and complete artistic work
Students finish a song or musical idea they started, making small changes until it sounds the way they want it to sound.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students hum, clap, or make up simple sounds and songs on their own. This is the start of learning to create music. | MU:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick a simple song, beat, or sound and practice it until it feels ready to share. This is the start of making something that is theirs. | MU:Cr2.pk |
| Refine and complete artistic work | Students finish a song or musical idea they started, making small changes until it sounds the way they want it to sound. | 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 sound to perform and think about how they want it to sound. They make a simple choice about how to share their music with others.
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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
Singing a song or playing along with music is a way of sharing something with others. Students learn that performing is a form of expression, not just repetition.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick a song or sound to perform and think about how they want it to sound. They make a simple choice about how to share their music with others. | MU:Pr4.pk |
| 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.pk |
| Convey meaning through the presentation of artistic work | Singing a song or playing along with music is a way of sharing something with others. Students learn that performing is a form of expression, not just repetition. | MU:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students listen to a short song or sound and talk about what they notice, like whether it feels 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 performance 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 song or sound and talk about what they notice, like whether it feels 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 performance and say what they liked and why. They start learning that opinions about music can be backed up with a reason. | MU:Re9.pk |
Common Questions
What does music look like at this age?
Students sing simple songs, move to a beat, play shakers and drums, and listen to short pieces of music. The focus is on joining in and noticing sounds, not on reading notes or performing for an audience.
How can I support music learning at home?
Sing together in the car, clap along to songs, and let students bang on pots or shake a jar of rice. Ask what they hear: is it fast or slow, loud or quiet, happy or sad. Five minutes a day is plenty.
Does my child need to learn an instrument now?
No. Formal lessons can wait. At this age the goal is comfort with rhythm, pitch, and listening. A few household shakers, a toy drum, or just hands and feet give plenty to work with.
How should I sequence music across the year?
Start with steady beat and call-and-response singing in the fall. Layer in simple instruments and movement by winter. By spring, students can make up short patterns and talk about what they hear in a piece of music.
What usually needs the most reteaching?
Keeping a steady beat while singing is the hardest combination. Many students can do one or the other but lose the beat when words are added. Short, repeated practice with familiar songs helps more than new material.
What should my child notice about music by the end of the year?
Students should hear the difference between fast and slow, loud and quiet, and high and low sounds. They should also be able to share what a song makes them think of or feel, even in a few words.
How do I know students are ready for the next grade?
Look for students who can match a steady beat, sing a short song from memory, and say something simple about a piece of music. Making up a short rhythm or movement on their own is a strong sign.
What if my child is shy about singing?
That is normal. Let them hum, tap, or just listen at first. Sing while doing other things like cooking or cleaning up so it feels less like a performance. Most students join in once the song becomes familiar.