Exploring sound and voice
Students start the year by listening to music and noticing what they hear. They try out singing voices, clap to a steady beat, and explore how loud, soft, fast, and slow feel different.
What does a student learn in
This is the year music becomes something students make, not just hear. Students sing, clap, and play simple instruments to explore sound, and they start matching songs to feelings and stories from their own lives. Little by little, they learn to share a song with others and say what they liked about a piece of music. By spring, students can perform a short song for the class and describe how it made them feel.
- Singing
- Playing instruments
- Exploring sound
- Feelings in 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 up music
Students invent their own little songs and rhythms. They tap on simple instruments, hum tunes, and try out ideas to see which ones they like best.
- 3
Sharing songs with others
Students practice songs and short pieces to share with the class. They learn what it feels like to perform for a small audience and to listen while others take a turn.
- 4
Music from home and around us
Students hear music from different families, holidays, and cultures. They talk about how a song makes them feel and connect it to things they already know, like a lullaby or a birthday tune.
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 what they already know and feel to the music they make and hear. A song about rain means more when students think about splashing in puddles.
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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 connects to people, places, and celebrations around them.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect what they already know and feel to the music they make and hear. A song about rain means more when students think about splashing in puddles. | 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 connects to people, places, and celebrations around them. | MU:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students explore sounds by experimenting with voice, simple instruments, or objects around them. They begin to form their own musical ideas through play and imagination.
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Organize and develop artistic ideas and work
Students pick a song, sound, or rhythm they like and try it out. They experiment with what sounds good before settling on an idea to share.
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Refine and complete artistic work
Students choose their favorite way to sing a song or tap a beat, then practice it until it feels just right.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students explore sounds by experimenting with voice, simple instruments, or objects around them. They begin to form their own musical ideas through play and imagination. | MU:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick a song, sound, or rhythm they like and try it out. They experiment with what sounds good before settling on an idea to share. | MU:Cr2.pk |
| Refine and complete artistic work | Students choose their favorite way to sing a song or tap a beat, then practice it until it feels just right. | MU:Cr3.pk |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose a song or sound to share with others and practice how they want to perform it.
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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. Trying again and getting better is part of making music.
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Convey meaning through the presentation of artistic work
Singing a song or tapping a beat for others is its own kind of communication. Students learn that performing music is a way to share a feeling or tell a story.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose a song or sound to share with others and practice how they want to perform it. | MU:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a song or movement until it feels ready to share. Trying again and getting better is part of making music. | MU:Pr5.pk |
| Convey meaning through the presentation of artistic work | Singing a song or tapping a beat for others is its own kind of communication. Students learn that performing music is a way to share a feeling or tell a story. | MU:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students listen to a short piece of music and talk about 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 piece of music and say what they think it feels like or what it makes them picture.
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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 sounded different. They start learning that music can be talked about, not just heard.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students listen to a short piece of music and talk about 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 piece of music and say what they think it feels like or what it makes them picture. | 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 sounded different. They start learning that music can be talked about, not just heard. | MU:Re9.pk |
Common Questions
What does music class look like at this age?
Most of the year is singing simple songs, clapping or stomping to a steady beat, moving to music, and trying out shakers, drums, and bells. Students also listen to short pieces of music and talk about how they feel.
How can I help my child with music at home?
Sing together in the car, clap along to songs, and dance around the kitchen. Five minutes of making up silly songs about the day counts. Listening to different kinds of music and asking what it reminds them of also builds the skills they practice in class.
My child is shy about singing. Is that a problem?
No. At this age, humming, swaying, tapping a beat, or watching closely all count as taking part. Confidence with singing in front of others grows over time and does not need to be pushed.
Does my child need to learn to read music this year?
No. Reading notes on a page comes much later. Right now the focus is hearing the difference between loud and quiet, fast and slow, and matching a steady beat with the body or a simple instrument.
How should I sequence the year?
Start with steady beat, call-and-response songs, and basic body percussion. Add simple classroom instruments once routines are solid. Save short performances and group songs with movement for later in the year, once students are comfortable taking turns and listening to each other.
What usually needs the most reteaching?
Keeping a steady beat with a group is the hardest piece. Many students can tap a beat alone but speed up or drift when others join in. Short, frequent practice with a song they already know works better than long sessions on a new piece.
How do I bring in songs from different cultures and families?
Ask families what they sing at home and build a class list of lullabies, holiday songs, and clapping games. Pair each song with a short story about where it comes from. This covers the connecting work without turning it into a separate unit.
How will I know students are ready for kindergarten music?
By the end of the year, most students can match a steady beat, sing along with a familiar song, tell the difference between loud and quiet or fast and slow, and say something simple about a piece of music they heard.