Exploring sound and voice
Students start by listening closely and finding their singing voice. They explore loud and soft, fast and slow, and notice how music sounds different from talking.
What does a student learn in
This is the year music becomes something students make, not just hear. Students sing, clap, and play along with simple songs, then try out their own sounds and rhythms. They start to notice what a song feels like and share why they like it. By spring, students can sing a short song with the class and tell a grown-up whether the music sounds happy, sad, fast, or slow.
- Singing
- Rhythm and beat
- Making music
- Listening
- Sharing favorites
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 try out simple instruments like drums, shakers, and bells. They take turns, follow a leader, and play along with songs the class is learning.
- 3
Creating their own sounds
Students make up short musical ideas of their own. They might invent a sound for a rainy day or a stomping giant, then practice it until it feels right.
- 4
Sharing songs with others
Students prepare a few songs to perform for classmates or family. They think about how to sing clearly and what feeling the song should give the audience.
- 5
Listening and talking about music
Students listen to music from different places and times. They share what they noticed, what they liked, and what the music reminded them of.
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 music to things they already know and have lived through. A song about rain, a lullaby from home, a feeling they recognize all become ways into the music.
-
Relate artistic ideas and works with societal, cultural
Music connects to the world around it. Students begin to notice how songs and musical ideas relate to different people, places, and times.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect music to things they already know and have lived through. A song about rain, a lullaby from home, a feeling they recognize all become ways into the music. | MU:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Music connects to the world around it. Students begin to notice how songs and musical ideas relate to different people, places, and times. | MU:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students make up short songs, rhythms, or sound patterns, exploring what music can sound like before any rules are introduced.
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Organize and develop artistic ideas and work
Students pick a song, beat, or sound they like and start putting it together into something of their own. This is the beginning of learning to make music, not just listen to it.
-
Refine and complete artistic work
Students listen to a short piece they made up and decide if they want to change anything before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students make up short songs, rhythms, or sound patterns, exploring what music can sound like before any rules are introduced. | MU:Cr1.k |
| Organize and develop artistic ideas and work | Students pick a song, beat, or sound they like and start putting it together into something of their own. This is the beginning of learning to make music, not just listen to it. | MU:Cr2.k |
| Refine and complete artistic work | Students listen to a short piece they made up and decide if they want to change anything before calling it done. | 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 talk about why they picked 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 something ready to perform means trying it more than once and fixing what doesn't feel right.
-
Convey meaning through the presentation of artistic work
Singing a song or playing a simple rhythm is how students share what music means to them. Even at this age, performing is about communicating something, not just making sound.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose a song or piece of music to perform and talk about why they picked 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 something ready to perform means trying it more than once and fixing what doesn't feel right. | MU:Pr5.k |
| Convey meaning through the presentation of artistic work | Singing a song or playing a simple rhythm is how students share what music means to them. Even at this age, performing is about communicating something, not just making sound. | MU:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students listen to a short song or sound and say what they notice, like whether it's loud or soft, fast or slow.
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Interpret intent and meaning in artistic work
Students listen to a short piece of music and share what they think it feels like or what story it might tell.
-
Apply criteria to evaluate artistic work
Students listen to a song or piece of music and say what they liked about it 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 say what they notice, like whether it's loud or soft, fast or slow. | MU:Re7.k |
| Interpret intent and meaning in artistic work | Students listen to a short piece of music and share what they think it feels like or what story it might tell. | MU:Re8.k |
| Apply criteria to evaluate artistic work | Students listen to a song or piece of music and say what they liked about it 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 at this age?
Students sing, clap, tap, and move to music. They try out simple instruments like shakers and drums, listen to short pieces, and talk about what they hear. Most of the year is hands-on play with sound, not reading notes on a page.
How can I help my child build music skills at home?
Sing together in the car, clap the beat of a favorite song, and let students bang on pots or shake a jar of rice. Five minutes of making sound on purpose counts. Ask what the music made them think of or feel.
Does my child need to learn to read music this year?
No. The focus is hearing the difference between loud and soft, fast and slow, and high and low. Reading notes comes later. Right now the goal is listening closely and joining in with voice or body.
What should I prioritize first in the year?
Start with steady beat and singing voice. Once students can keep a beat with their hands and match a simple pitch, everything else (instruments, movement, listening) gets easier. Most of fall can live in those two skills.
How do I sequence creating, performing, and responding?
Weave all three into most lessons rather than teaching them in blocks. A short song can be sung (perform), changed with a new sound (create), and talked about afterward (respond) in fifteen minutes. Students need many small reps, not long units.
What does it mean to connect music to culture and experience at this age?
Students share songs from home, listen to music from different places, and notice when a song reminds them of something in their own life. The goal is curiosity and personal connection, not a history lesson.
Which skills usually need the most reteaching?
Keeping a steady beat while singing, and waiting for a turn with an instrument. Both take months of short, repeated practice. Build in quick beat checks at the start of class and clear routines for picking up and putting down instruments.
How will I know my child is ready for first grade music?
Students can sing a short song from memory, keep a steady beat with their hands or feet, and tell you something they noticed about a piece of music. They can also play a simple instrument without rushing or banging.
What if my child says they cannot sing?
Matching pitch is a skill that grows with practice, like throwing a ball. Sing in a comfortable range together, use silly voices, and keep it low pressure. Avoid correcting wrong notes in the moment; just keep singing.