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 ABCDEFGHIJKLM
1              
2 STRAND ONE: Rhythm         Essential 
3 EXPERIENCES         Valuable 
4            Beneficial 
5              
6 It is essential for students to:    K 1 2 3 4 5 
7 MOVING (Beneficial)           
8 1.1M Move to the pulse/beat of:          
9  duple/quadruple meter   2.4, 4.4, 6.9 I I D D D D 
10  triple meter 3/4    1.1, 1.2, 1.3, 1.4  I D D D  
11  mixed meters    2.2, 3.1, 4.3     I  
12              
13 1.2M Move to patterns using the following rhythmic values:       
14  1.1, 1.2, 1.3, 2.2 I I D D M M 
15  3.1, 3.2, 4.1  I D D M M 
16     I D D D 
17       I D 
18         
19              
20 Speaking (Beneficial)           
21 1.1S Speak the pulse/beat of:           
22  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 I I D D D D 
23  triple meter    2.2, 4.2  I D D D  
24  mixed meter         I  
25              
26 1.2S Speak patterns using the following rhythmic values:        
27              
28    1.1, 1.2, 1.3, 1.4 I I D D M M 
29   2.2, 4.4   I D M M 
30       I D D 
31         I 
32              
33 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 
34              
35 STRAND ONE: Rhythm contd        Essential 
36 EXPERIENCES         Valuable 
37            Beneficial 
38              
39 It is essential for students to:    K 1 2 3 4 5 
40              
41 LISTENING (Essential)           
42 1.1L Listen to the puse/beat of:          
43  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 I I D D D D 
44  triple meter    4.1, 4.3  I I D D D 
45  mixed meters          I 
46              
47 1.2L Listen to patterns using the following rhythmic values:       
48              
49    1.1, 1.2, 1.3, 1.4  I D D M M 
50   4.1, 4.3   I D M M 
51       I D D 
52         I 
53          
54              
55 PLAYING (Essential)           
56 1.1P Play the pulse/beat of:          
57  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 I I D D D D 
58  triple meter    4.1, 4.3   I D D D 
59  mixed meters          I 
60              
61 1.2P Play patterns using the following rhythmic values:        
62              
63    1.1, 1.2, 1.3, 1.4  I I D M M 
64   4.1, 4.3   I D M M 
65       I D D 
66         I 
67 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 
68              
69              
70 STRAND ONE: Rhythm contd        Essential 
71 EXPERIENCES         Valuable 
72            Beneficial 
73              
74 It is essential for students to:    K 1 2 3 4 5 
75 READING/NOTATING (Essential)          
76 1.1R Read and notate the pulse/beat of:          
77  duple meter, triple and quadruple  1.1, 1.2  I I D D M 
78              
79 1.2R Read and notate patterns using         
80  the following rhythmic values:   1.1, 1.2       
81              
82      I I D M M 
83      I D M M 
84       I D D 
85         I 
86              
87              
88 CREATING            
89 1.1C Create using the pulse/beat of:         
90  duple meter, triple and quadruple  1.1, 1.2, 2.1, 2.2, 3.1 I I I D D M 
91              
92 1.2C Create using the following rhythmic values:        
93       1.1, 1.2, 2.1, 2.2, 3.1       
94      I I D M M 
95      I D D D 
96         I 
97         I 
98              
99              
100              
101 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 
102 STRAND TWO: Melody         Essential 
103 EXPERIENCES         Valuable 
104            Beneficial 
105              
106 It is essential for students to:    K 1 2 3 4 5 
107 MOVING (Beneficial)           
108 2.1M Move to illustrate melodic direction  1.1, 1.2, 2.2, 3.1, 4.1 I I D D D M 
109              
110 2.2M Move to illustrate high/low contrasts  1.1, 1.2, 2.2, 3.1, 4.1 I I D D M M 
111              
112 2.3M Move to illustrate melodic contour  1.1, 1.2, 2.2, 3.1, 4.1 I I I D D  
113              
114 SINGING (Essential)           
115              
116 2.1S Demonstrate vocal tone production  1.1, 1.2, 2.2, 3.1, 3.2 I I D D D D 
117              
118 2.2S Sing songs in a limited range  1.1, 1.2, 2.2 I D D M M M 
119  Sing the following Kodally melodic patterns: l       
120   Sol-Mi, Sol-Mi-La   l I D D M M M 
121   Sol-Mi-La (add Do-Re)  l  I D D M M 
122   Sol-Mi-La-Do-Re (Do')  l  I D D M  
123  Sol-Mi-La-Do-Re-Do' (add Fa-Ti-Soll-Lal) V   I D D  
124              
125 2.3S Sing a variety of repertoire in   1.1, 1.2,1.3, 1.4, 2.2, I D D D D D 
126  cultural/historical context including:  3.1, 3.2, 4.4       
127  singing games, cumulative, patriotic,          
128  seasonal, multicultural, and folk songs         
129              
130 2.4S Sing to illustrate melodic direction  1.1, 1.2, 2.2 I D M M M M 
131 2.5S Sing to illustrate high/low contrasts  l I D M M M M 
132 2.6S Sing to illustrate melodic contour  l I D D D D  
133 2.7S Sing skips/steps/repeats   l I D D D   
134 2.8S Sing scale patterns   V I D D D   
135 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 
136              
137 STRAND TWO: Melody contd        Essential 
138 EXPERIENCES         Valuable 
139            Beneficial 
140              
141 It is essential for students to:    K 1 2 3 4 5 
142 LISTENING (Essential)           
143 2.1L Listen to the following melodic patterns: 1.1, 1.2, 2.2, 1.4       
144   Sol-Mi, Sol-Mi-La   l I I D M M M 
145   Sol-Mi-La (add Do-Re)  l I D D M M  
146   Sol-Mi-La-Do-Re (Do')  l  I D D M  
147  Sol-Mi-La-Do-Re-Do' (add Fa-Ti-Soll-Lal) V   I D D  
148              
149 2.2L Listen to melodic direction   1.1, 1.2, 2.2, 1.4 I D M M M M 
150 2.3L Listen to high/low contrasts   l I D M M M M 
151 2.4L Listen to melodic contour   l I D D D D  
152 2.5L Listen to skips/steps/repeats   l  I D D D  
153 2.6L Listen to scale patterns   v   I D D  
154              
155 PLAYING (Valuable)           
156 2.1P Play the following melodic patterns:  1.1, 1.2, 2.2       
157   Sol-Mi    l I D D M M  
158   Sol-Mi-La   l  I D D M  
159   Sol-Mi-La, Sol-Mi-Do, Mi-Re-Do l   I D D  
160   Sol-Mi-La-Do-Re   v    I D  
161              
162 2.2P Explore the relationship between the size of the sound source/       
163  instrument and its pitch   4.2 I I D D M M 
164              
165 2.3P Play to illustrate melodic direction  1.1, 1.2, 2.2 I D D M M M 
166 2.4P Play to illustrate high/low contrasts  l I D D M M M 
167 2.5P Play skips/steps/repeats   v  I I D D  
168              
169 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 
170              
171 STRAND TWO: Melody contd        Essential 
172 EXPERIENCES         Valuable 
173            Beneficial 
174              
175 It is essential for students to:    K 1 2 3 4 5 
176 PLAYING contd (Valuable)          
177 2.6P Play scale patterns   1.1, 1.2, 2.2     I D 
178              
179 2.7P Play with correct fingering and proper tone         
180  production on the soprano recorder  1.1, 1.2, 2.2       
181  B-A-G     l    I D M 
182  B-A-G-E-D-C'-D' optional F   l     I D 
183  B-A-G-E-D-C'-D'-F-C optional F# and Bb v      I 
184              
185 READING/NOTATING (Essential)          
186 2.1R Read and notate the following melodic patterns:        
187  Sol-Mi, Sol-Mi-La    1.1, 1.2   I D M M 
188  Sol-Mi, Sol-Mi-La, Sol-Mi-Do, Mi-Re-Do l   I D M M 
189  Sol-Mi-La-Do-Re intervals   l    I D D 
190  Sol-Mi-La-Do-Re melodies   v     I D 
191              
192 2.2R Read and notate melodic direction  1.1, 1.2   I D D M 
193 2.3R Read and notate high/low contrasts  l   I D D M 
194 2.4R Read and notate melodic contour  l   I D D M 
195 2.5R Read and notate skips/steps/repeats  l   I D D M 
196 2.6RRead the musical alphabet & notate its placement l    I D D 
197  on the treble clef    V       
198              
199 2.7R Read notation using the soprano recorder: 1.1, 1.2       
200  B-A-G         I D M 
201  B-A-G-E-D-C'-D'- optional F        I D 
202  B-A-G-E-D-C'-D'-F-C optional F# and Bb     I   
203 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 
204              
205 STRAND TWO: Melody contd        Essential 
206 EXPERIENCES         Valuable 
207            Beneficial 
208              
209 It is essential for students to:    K 1 2 3 4 5 
210 CREATING (Essential)           
211 2.1C Explore songs in a limited range 1.1, 1.2, 2.1, 2.2, 3.3, 4.3 I D D D M M 
212   Sol-Mi-La melodies  l  I D D D M 
213  Improvise Sol-Mi-La-Do-Re melodies  l  I D D D  
214  Improvise pentatonic melodies  l   I D D  
215       l       
216 2.2CImprovise B-A-G melodies on soprano recorder l     I D 
217  Improvise B-A-G-E-D-C'-D' optional F on soprano recorder      I 
218  Improvise B-A-G-E-D-C'-D'-F-C optional F# & Bb on soprano recorder      I 
219       l       
220 2.3CImprovise pentatonic melodies on pitched instruments l      I 
221 2.4CQuestion/Answer Technique on pitched instruments V      I 
222              
223              
224              
225              
226              
227              
228              
229              
230              
231              
232              
233              
234              
235              
236 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 
237              
238 STRAND THREE: Harmony        Essential 
239 EXPERIENCES         Valuable 
240            Beneficial 
241              
242 It is essential for students to:    K 1 2 3 4 5 
243 MOVING (Beneficial)           
244 3.1M Move to illustrate tonality differences including:        
245  major/minor    1.1, 1.2, 1.4, 2.2 I I D D M M 
246  chord changes    l   I D D D 
247       l       
248 3.2M Move to illustrate ostinati patterns including body percussion  I D D D D 
249 3.3M Move to illustrate two-part rounds  l   I D D D 
250    three-part rounds  l    I D D 
251              
252 SPEAKING/SINGING (Beneficial)   l       
253 3.1S Sing to illustrate tonality differences including l       
254  major/minor    l I I D D D D 
255  chord changes    l    I D D 
256       l       
257 3.2S Speak a rhyme with a teacher/accompanied ostinato I D D D M M 
258  Speak a rhyme with one ostinato  l   I D D D 
259       l       
260 3.3S Sing two-part rounds   l I D D D   
261  Sing three-part rounds   l  I D D   
262       l       
263 3.4S Sing partner songs and simple descants V      I 
264              
265              
266              
267              
268              
269              
270 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 
271              
272 STRAND THREE: Harmony contd       Essential 
273 EXPERIENCES         Valuable 
274            Beneficial 
275              
276 It is essential for students to:    K 1 2 3 4 5 
277 LISTENING (Essential)           
278 3.1L Listen to tonality differences including:  1.1, 1.2, 1.4, 2.2       
279  major/minor     I I I D D M M 
280  chord changes    I    I D D 
281              
282 3.2L Listen to ostinati patterns   I  I I D D D 
283 3.3L Listen to two-part rounds/canon  I    I D D 
284  Listen to three-part rounds   V     I D 
285              
286 PLAYING (Valuable)    1.1, 1.2, 2.2       
287 3.1PPlay two-measure pitched or unpitched ostinati I  I I D D D 
288 3.2P Play two- and three-part rounds  I    I D D 
289 3.3P Play a two-part rhythmic score  I    I D D 
290  Play a rhythmic score with multiple parts I     I D 
291              
292 3.4P Play with correct mallet technique  I I D D D D  
293 3.5P Play the simple chord bordun  I  I D D D D 
294 3.6P Play the broken bordun   I   I D D D 
295 3.7P Play the crossover bordun   I     I D 
296 3.8P Play the level bordun   I     I D 
297 3.9P Play the moving bordun   I     I D 
298 3.10P Play the tonic accompaniment  I     I D 
299 3.11P Play the chord changes (I-VII, I-V, I-IV-V) I      I 
300 3.12P Play descants on soprano recorder  V      I 
301              
302              
303              
304 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 
305              
306 STRAND THREE: Harmony contd       Essential 
307 EXPERIENCES         Valuable 
308            Beneficial 
309              
310 It is essential for students to:    K 1 2 3 4 5 
311 READING/NOTATING (Essential)   1.1, 1.2, 2.2       
312 3.1RRead rhythmic and melodic ostinati patterns l   I I D D 
313 3.2R Read two- and three-part rounds  l    I D D 
314 3.3R Read a two-part rhythmic score  l    I D D 
315  Read a score with multiple parts  V     I D 
316              
317 CREATING (Essential)           
318 3.1C Create ostinati patterns   1.1, 1.2   I D D D 
319              
320              
321              
322              
323              
324              
325              
326              
327              
328              
329              
330              
331              
332              
333              
334              
335              
336              
337              
338 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 
339              
340 STRAND FOUR: Form         Essential 
341 EXPERIENCES         Valuable 
342            Beneficial 
343              
344 It is essential for students to:    K 1 2 3 4 5 
345 MOVING (Beneficial)   1.1, 1.2, 2.2, 3.1, 3.2, 4.3       
346 4.1M Move to illustrate the felling of phrase  l I I D M M M 
347 Move to illustrate same and different phrases l   I D M M M 
348       l       
349 4.2MMove to illustrate the difference between A and B l  I I D M M 
350 4.3M Move to illustrate rondo form (ABACA')  l    I D D 
351  (A' has conda atend of A)   l       
352       l       
353 4.4M Move to illustrate AABA form   l    I D D 
354 4.5M Move to illustrate theme and variations  V      I 
355              
356 SPEAKING/SINGING (Essential) 1.1, 1.2, 2.2, 3.1, 3.2, 4.3       
357 4.1S Speak and sing to illustrate the phrase l I I D D M M 
358  Speak and sing to illustrate same and different phrases  I D D M M 
359       l       
360 4.2S Speak and sing to illustrate the difference l  I I D D D 
361  between A and B sections    l       
362  ABA     l  I I D M M 
363       l       
364 4.3SSpeak and sing to illustrate the introduction l   I D D D 
365  and coda    l       
366       l       
367 4.4S Speak and sing to illustrate rondo form  l    I D D 
368 4.5S Speak and sing to illustrate the interlude l    I D D 
369 4.6S Speak and sing to illustrate AABA form l    I D D 
370 4.7SSpeak and sing to illustrate theme and variations V      I 
371              
372 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 
373              
374 STRAND FOUR: Form contd        Essential 
375 EXPERIENCES         Valuable 
376            Beneficial 
377              
378 It is essential for students to:    K 1 2 3 4 5 
379 LISTENING (Essential)           
380 4.1L Listen to the phrase   1.1,1.2, 1.6, 3.3 I I D D M M 
381  Listen to same the different phrases  l  I D D M M 
382       l       
383 4.2L Listen to the difference between  l  I I D D D 
384  A and B sections, ABA   l       
385       l       
386 4.3L Listen to introductions and codas  l   I D D D 
387 4.4L Listen to rondo form   l    I D D 
388 4.5L Listen to interludes    l    I D D 
389 4.6L Listen to AABA form   l    I D D 
390 4.7L Listen to theme and variations  V      I 
391              
392 PLAYING (Valuable)           
393 4.1P Play to illustrate the phrase  1.1, 1.2, 2.1, 2.2, 3.1, 3.3  I D D D M 
394 Play to illustrate same and different phrases I  I D D M M 
395       l       
396 4.2P Play to illustrate the difference   l  I I D D D 
397  between A and B, ABA   l       
398       l       
399 4.3P Play to illustrate the introduction and coda l   I D D D 
400 4.4P Play to illustrate rondo form   l     I D 
401 4.5P Play to illustrate the interlude   l    I D D 
402 4.6P Play to illustrate AABA form   l     I D 
403 4.7P Play to illustrate theme and variations  V      I 
404              
405              
406 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 
407              
408 STRAND FOUR: Form contd        Essential 
409 EXPERIENCES         Valuable 
410            Beneficial 
411              
412 It is essential for students to:    K 1 2 3 4 5 
413 READING/NOTATING (Essential)          
414 4.1R Read and notate the phrase   1.1, 1.2, 2.1   I D D M 
415 Read and notate same and different phrases l   I D D M 
416       l       
417 4.2R Read and notate AB form, ABA  l   I D D D 
418 4.3R Read and notate introductions and codas l    I D D 
419 4.4R Read and notate rondo form   l    I D D 
420 4.5R Read and notate interludes   l    I D D 
421 4.6R Read notate AABA form   l     I D 
422 4.7R Read and notate theme and variations  V      I 
423              
424 CREATING (Essential)   1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.3       
425 4.1CCreate sound accompaniments to show the phrase l  I I D D M 
426  same and different phrases  l  I I D D M 
427       l       
428 4.2C Create A and B sections   l  I D D D D 
429  ABA     l  I D D D D 
430       l       
431 4.3C Create introductions and codas  l    I D D 
432 4.4C Create rondo form    l    I D D 
433 4.5C Create interludes    l    I D D 
434 4.6C Create AABA form   l    I D D 
435 4.7C Create theme and variations   V      I 
436              
437              
438              
439              
440 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 
441              
442 STRAND FIVE: Expressive Qualities       Essential 
443 EXPERIENCES         Valuable 
444            Beneficial 
445              
446 It is essential for students to:    K 1 2 3 4 5 
447 MOVING (Beneficial)   1.1, 1.2, 1.4, 2.2, 3.1, 4.1 4.3       
448 5.1M Explore the space using creative movement l I I D D D D 
449 5.2M Move to illustrate contrasts in tempo  l I I D M M M 
450 5.3M Move to illustrate contrasts in dynamics  l I I D M M M 
451 5.4M Move to illustrate contrasts in timbre  V I I D D D D 
452              
453 SPEAKING/SINGING (Essential)  1.1, 1.2, 2.2, 3.1, 3.2, 4.3       
454 5.1SSpeak and sing to illustrate contrasts in tempo l I I D D D D 
455 5.2SSpeak and sing to illustrate contrasts in dynamics l I I D D D D 
456 5.3SSpeak and sing to illustrate contrasts in timbre V I I D D D D 
457              
458 LISTENING (Essential)           
459 5.1L Listen to contrasts in tempo  1.1, 1.2, 1.2, 1.4, 3.2, 3.3, 4.4 I I D D D D 
460 5.2L Listen to contrasts in dynamics  l I I D D D D 
461 5.3L Listen to contrasts in timbre   l I I D D D D 
462       l       
463 5.4L Listen to music of many cultures including: l       
464  style, instruments and traditions  l I I D D D D 
465       l       
466 5.5L Listen to the orchestral percussion family l  I I D D D 
467  Woodwind family   l  I I D D D 
468  Brass family    l  I I D D D 
469  String family    l  I I D D D 
470  Recorder family    V    I D D 
471              
472              
473              
474 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 
475              
476 STRAND FIVE: Expressive Qualities contd       Essential 
477 EXPERIENCES         Valuable 
478            Beneficial 
479              
480 It is essential for students to:    K 1 2 3 4 5 
481 PLAYING (Valuable)           
482 5.1P Play instruments to illustrate contrasts  1.1, 1.2, 2.2, 3.1, 3.3 I I D D D D 
483  in timbre           
484 5.2P Play unpitched instruments with proper   1.1, 1.2, 2.2 I I D D D D 
485  technique           
486              
487 READING/NOTATING (Essential)          
488 5.1R Read and notate instrument symbols  1.1, 1.2   I D D D 
489 5.2R Read and notate the following symbols:  l       
490  double bar (ll), repeat sign (:l),  l   I D M M 
491  single bar (l)    V   I D M M 
492 piano (p), foret (ff), fermata ( ) 1.1, 1.2, 2.2    I D D 
493  accent (>), D.C. al Fine   l     I D 
494  pianissimo (pp), fortissimo (ff)  l    I D D 
495  Crescendo ( )   l     I D 
496  Decrecendo ( )   l     I D 
497  tie ( ), first and second endings,  l    I D D 
498  mezzo piano (pp), messo forte (mff),  l      I 
499  slur ( ), sharp (#), flat (b)  V      I 
500              
501 CREATING (Essential)   1.1, 1.2, 2.2, 3.1, 3.2, 3.3, 4.3       
502 5.1C Create to illustrate contrasts in tempo  l I I D D D D 
503 5.2C Create to illustrate contrasts in dynamics l I I D D D D 
504 5.3C Create to illustrate contrasts in timbre  V I I D D D D 
505              
506              
507              
508 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences    © Everett Public Schools 

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 ABCDEFGH
1         
2 STRAND ONE: Rhythm     Essential
3 EXPERIENCES     Valuable
4        Beneficial
5         
6 It is essential for students to:   K  
7 LISTENING (Essential)      
8 1.1L Listen to the puse/beat of:     
9  duple meter/quadruple meter  1.1, 1.2, 1.3, 1.4 I  
10      4.1, 4.3   
11 PLAYING (Essential)      
12 1.1P Play the pulse/beat of:     
13  duple meter/quadruple meter  1.1, 1.2, 1.3, 1.4 I  
14         
15 CREATING       
16 1.1C Create using the pulse/beat of:    
17  duple meter, triple and quadruple 1.1, 1.2, 2.1, 2.2, 3.1 I  
18         
19 MOVING (Beneficial)      
20 1.1M Move to the pulse/beat of:     
21  duple/quadruple meter  2.4, 4.4, 6.9 I  
22         
23 1.2M Move to patterns using the following rhythmic values:    
24     1.1, 1.2, 1.3, 2.2 I  
25       
26 Speaking (Beneficial)      
27 1.1S Speak the pulse/beat of:      
28  duple meter/quadruple meter  1.1, 1.2, 1.3, 1.4 I  
29      2.2, 4.2   
30 1.2S Speak patterns using the following rhythmic values:     
31      1.1, 1.2, 1.3, 1.4 I  
32     2.2, 4.4   
33 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
34         
35 STRAND TWO: Melody     Essential
36 EXPERIENCES     Valuable
37        Beneficial
38         
39 It is essential for students to:   K  
40 SINGING (Essential)      
41 2.1S Demonstrate vocal tone production 1.1, 1.2, 2.2, 3.1, 3.2 I  
42         
43 2.2S Sing songs in a limited range 1.1, 1.2, 2.2 I  
44  Sing the following Kodally melodic patterns:    
45   Sol-Mi, Sol-Mi-La   I  
46         
47 2.3S Sing a variety of repertoire in 1.1, 1.2,1.3, 1.4, 2.2, I  
48 2.4S Sing to illustrate melodic direction 1.1, 1.2, 2.2 I  
49 2.5S Sing to illustrate high/low contrasts  I  
50 2.6S Sing to illustrate melodic contour  I  
51 2.7S Sing skips/steps/repeats   I  
52 2.8S Sing scale patterns   I  
53         
54 LISTENING (Essential)      
55 2.1L Listen to the following melodic patterns: 1.1, 1.2, 2.2, 1.4   
56   Sol-Mi, Sol-Mi-La   I  
57   Sol-Mi-La (add Do-Re)  I  
58 2.2L Listen to melodic direction  1.1, 1.2, 2.2, 1.4 I  
59 2.3L Listen to high/low contrasts   I  
60 2.4L Listen to melodic contour   I  
61         
62 CREATING (Essential)      
63 2.1C Explore songs in a limited range 1.1, 1.2, 2.1, 2.2, 3.3, 4.3 I  
64         
65 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
66         
67 STRAND TWO: Melody contd     
68 EXPERIENCES      
69         
70         
71 It is essential for students to:   K  
72 PLAYING (Valuable)      
73 2.1P Play the following melodic patterns:    
74   Sol-Mi   1.1, 1.2, 2.2 I  
75         
76 2.2P Explore the relationship between the size of the sound source/   
77  instrument and its pitch  4.2 I  
78         
79 2.3P Play to illustrate melodic direction 1.1, 1.2, 2.2 I  
80 2.4P Play to illustrate high/low contrasts  I  
81         
82 MOVING (Beneficial)      
83 2.1M Move to illustrate melodic direction 1.1, 1.2, 2.2, 3.1, 4.1 I  
84 2.2M Move to illustrate high/low contrasts 1.1, 1.2, 2.2, 3.1, 4.1 I  
85 2.3M Move to illustrate melodic contour 1.1, 1.2, 2.2, 3.1, 4.1 I  
86         
87         
88         
89         
90         
91         
92 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
93         
94 STRAND THREE: Harmony    Essential
95 EXPERIENCES     Valuable
96        Beneficial
97         
98 It is essential for students to:   K  
99 LISTENING (Essential)      
100 3.1L Listen to tonality differences including: 1.1, 1.2, 1.4, 2.2   
101  major/minor     I  
102         
103 3.4P Play with correct mallet technique  I  
104         
105 MOVING (Beneficial)      
106 3.1M Move to illustrate tonality differences including:    
107  major/minor   1.1, 1.2, 1.4, 2.2 I  
108         
109 SPEAKING/SINGING (Beneficial)     
110 3.1S Sing to illustrate tonality differences including    
111  major/minor    I  
112 3.2S Speak a rhyme with a teacher/accompanied ostinato  I  
113 3.3S Sing two-part rounds   I  
114         
115 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
116         
117 STRAND FOUR: Form     Essential
118 EXPERIENCES     Valuable
119        Beneficial
120 It is essential for students to:   K  
121 SPEAKING/SINGING (Essential) 1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
122 4.1S Speak and sing to illustrate the phrase   I  
123 LISTENING (Essential)      
124 4.1L Listen to the phrase  1.1,1.2, 1.6, 3.3 I  
125         
126 MOVING (Beneficial) 1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
127 4.1M Move to illustrate the felling of phrase  I  
128         
129 STRAND FIVE: Expressive Qualities    
130 EXPERIENCES      
131         
132 It is essential for students to:   K  
133 SPEAKING/SINGING (Essential) 1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
134 5.1SSpeak and sing to illustrate contrasts in tempo I  
135 5.2SSpeak and sing to illustrate contrasts in dynamics I  
136 5.3SSpeak and sing to illustrate contrasts in timbre I  
137 LISTENING (Essential)      
138 5.1L Listen to contrasts in tempo 1.1, 1.2, 1.2, 1.4, 3.2, 3.3, 4.4  I  
139 5.2L Listen to contrasts in dynamics  I  
140 5.3L Listen to contrasts in timbre   I  
141 5.4L Listen to music of many cultures including:    
142  style, instruments and traditions  I  
143 CREATING (Essential) 1.1, 1.2, 2.2, 3.1, 3.2, 3.3, 4.3    
144 5.1C Create to illustrate contrasts in tempo  I  
145 5.2C Create to illustrate contrasts in dynamics  I  
146 5.3C Create to illustrate contrasts in timbre  I  
147         
148 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
149         
150 STRAND FIVE: Expressive Qualities contd   Essential
151 EXPERIENCES     Valuable
152        Beneficial
153         
154 It is essential for students to:   K  
155 PLAYING (Valuable)      
156 5.1P Play instruments to illustrate contrasts 1.1, 1.2, 2.2, 3.1, 3.3 I  
157  in timbre      
158 5.2P Play unpitched instruments with proper 1.1, 1.2, 2.2 I  
159  technique      
160         
161 MOVING (Beneficial)  1.1, 1.2, 1.4, 2.2, 3.1, 4.1 4.3   
162 5.1M Explore the space using creative movement  I  
163 5.2M Move to illustrate contrasts in tempo  I  
164 5.3M Move to illustrate contrasts in dynamics  I  
165 5.4M Move to illustrate contrasts in timbre  I  
166         
167         
168         
169         
170         
171         
172         
173         
174         
175         
176         
177         
178         
179         
180         
181         
182 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools

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 ABCDEFGHI
1          
2 STRAND ONE: Rhythm      Essential 
3 EXPERIENCES      Valuable 
4         Beneficial 
5 It is essential for students to:   1   
6          
7 LISTENING (Essential)       
8 1.1L Listen to the puse/beat of:      
9  duple meter/quadruple meter  1.1, 1.2, 1.3, 1.4 I   
10  triple meter   4.1, 4.3 I   
11  mixed meters       
12 1.2L Listen to patterns using the following rhythmic values:    
13     1.1, 1.2, 1.3, 1.4 I   
14    4.1, 4.3    
15 PLAYING (Essential)       
16 1.1P Play the pulse/beat of:  1.1, 1.2, 1.3, 1.4    
17  duple meter/quadruple meter  4.1, 4.3 I   
18 1.2P Play patterns using the following rhythmic values:    
19     1.1, 1.2, 1.3, 1.4    
20    4.1, 4.3 I   
21 READING/NOTATING (Essential)      
22 1.1R Read and notate the pulse/beat of:      
23  duple meter, triple and quadruple 1.1, 1.2 I   
24 1.2R Read and notate patterns using     
25  the following rhythmic values:  1.1, 1.2    
26      l   
27        
28 CREATING (Essential)       
29 1.1C Create using the pulse/beat of:     
30  duple meter, triple and quadruple 1.1, 1.2, 2.1, 2.2, 3.1 I   
31 1.2C Create using the following rhythmic values:    
32     1.1, 1.2, 2.1, 2.2, 3.1 l   
33          
34 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools 
35          
36 STRAND ONE: Rhythm contd     Essential 
37 EXPERIENCES      Valuable 
38         Beneficial 
39 It is essential for students to:   1   
40          
41 MOVING (Beneficial)       
42 1.1M Move to the pulse/beat of:      
43  duple/quadruple meter  2.4, 4.4, 6.9 I   
44  triple meter 3/4   1.1, 1.2, 1.3, 1.4 I   
45 1.2M Move to patterns using the following rhythmic values:    
46     1.1, 1.2, 1.3, 2.2 I   
47    3.1, 3.2, 4.1 I   
48          
49 Speaking (Beneficial)       
50 1.1S Speak the pulse/beat of:       
51  duple meter/quadruple meter  1.1, 1.2, 1.3, 1.4 I   
52  triple meter   2.2, 4.2 I   
53 1.2S Speak patterns using the following rhythmic values:     
54     1.1, 1.2, 1.3, 1.4 l   
55    2.2, 4.4    
56          
57          
58          
59          
60          
61          
62          
63          
64          
65          
66          
67          
68 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools 
69          
70 STRAND TWO: Melody       
71 EXPERIENCES       
72          
73 It is essential for students to:   1   
74 SINGING (Essential)       
75 2.1S Demonstrate vocal tone production 1.1, 1.2, 2.2, 3.1, 3.2 I   
76 2.2S Sing songs in a limited range 1.1, 1.2, 2.2 D   
77  Sing the following Kodally melodic patterns:    
78   Sol-Mi, Sol-Mi-La   D   
79   Sol-Mi-La (add Do-Re)  I   
80   Sol-Mi-La-Do-Re (Do')  I   
81 2.3S Sing a variety of repertoire in      
82  cultural/historical context including: 1.1, 1.2,1.3, 1.4, 2.2, D   
83  singing games, cumulative, patriotic, 3.1, 3.2, 4.4    
84  seasonal, multicultural, and folk songs     
85 2.4S Sing to illustrate melodic direction 1.1, 1.2, 2.2 D   
86          
87          
88          
89          
90          
91          
92          
93          
94          
95          
96          
97          
98          
99          
100          
101          
102 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools 
103          
104 STRAND TWO: Melody contd     Essential 
105 EXPERIENCES      Valuable 
106         Beneficial 
107 It is essential for students to:   1   
108 SINGING contd (Essential)      
109 2.5S Sing to illustrate high/low contrasts  D   
110 2.6S Sing to illustrate melodic contour  D   
111 2.7S Sing skips/steps/repeats   D   
112 2.8S Sing scale patterns   D   
113 LISTENING (Essential)       
114 2.1L Listen to the following melodic patterns: 1.1, 1.2, 2.2, 1.4    
115   Sol-Mi, Sol-Mi-La   I   
116   Sol-Mi-La (add Do-Re)  D   
117   Sol-Mi-La-Do-Re (Do')  I   
118   Sol-Mi-La-Do-Re-Do' (add Fa-Ti-Soll-Lal)     
119 2.2L Listen to melodic direction  1.1, 1.2, 2.2, 1.4 D   
120 2.3L Listen to high/low contrasts   D   
121 2.4L Listen to melodic contour   D   
122 2.5L Listen to skips/steps/repeats   I   
123 CREATING (Essential)       
124 2.1C Explore songs in a limited range 1.1, 1.2, 2.1, 2.2, 3.3, 4.3 D   
125   Sol-Mi-La melodies  I   
126  Improvise Sol-Mi-La-Do-Re melodies  I   
127          
128 MOVING (Beneficial)       
129 2.1M Move to illustrate melodic direction 1.1, 1.2, 2.2, 3.1, 4.1 I   
130 2.2M Move to illustrate high/low contrasts 1.1, 1.2, 2.2, 3.1, 4.1 I   
131 2.3M Move to illustrate melodic contour 1.1, 1.2, 2.2, 3.1, 4.1 I   
132          
133          
134          
135          
136 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools 
137          
138 STRAND TWO: Melody contd     Essential 
139 EXPERIENCES      Valuable 
140         Beneficial 
141 It is essential for students to:   1   
142 PLAYING (Valuable)       
143 2.1P Play the following melodic patterns: 1.1, 1.2, 2.2    
144   Sol-Mi    D   
145   Sol-Mi-La   I   
146 2.2P Explore the relationship between the size of the sound source/    
147  instrument and its pitch  4.2 I   
148          
149 2.3P Play to illustrate melodic direction 1.1, 1.2, 2.2 D   
150 2.4P Play to illustrate high/low contrasts  D   
151 2.5P Play skips/steps/repeats   I   
152          
153 STRAND THREE: Harmony     Essential 
154 EXPERIENCES      Valuable 
155         Beneficial 
156          
157 It is essential for students to:   1   
158 MOVING (Beneficial)       
159 3.1M Move to illustrate tonality differences including:    
160  major/minor   1.1, 1.2, 1.4, 2.2 I   
161 3.2M Move to illustrate ostinati patterns including body percussion I   
162 SPEAKING/SINGING (Beneficial)      
163 3.1S Sing to illustrate tonality differences including:    
164  major/minor    I   
165 3.2S Speak a rhyme with a teacher/accompanied ostinato D   
166 3.3S Sing two-part rounds   D   
167  Sing three-part rounds   I   
168          
169          
170 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools 
171          
172 STRAND THREE: Harmony contd    Essential 
173 EXPERIENCES      Valuable 
174         Beneficial 
175          
176 It is essential for students to:   1   
177 LISTENING (Essential)       
178 3.1L Listen to tonality differences including: 1.1, 1.2, 1.4, 2.2    
179  major/minor     I   
180 3.2L Listen to ostinati patterns   I   
181          
182 PLAYING (Valuable)   1.1, 1.2, 2.2    
183 3.1PPlay two-measure pitched or unpitched ostinati I   
184 3.2P Play two- and three-part rounds     
185 3.3P Play a two-part rhythmic score     
186  Play a rhythmic score with multiple parts     
187          
188 3.4P Play with correct mallet technique  D   
189 3.5P Play the simple chord bordun  I   
190          
191          
192          
193          
194          
195          
196          
197          
198          
199          
200          
201          
202          
203          
204 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools 
205 STRAND FOUR: Form      Essential 
206 EXPERIENCES      Valuable 
207         Beneficial 
208          
209 It is essential for students to:   1   
210 MOVING (Beneficial)  1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
211 4.1M Move to illustrate the felling of phrase  I   
212  Move to illustrate same and different phrases I   
213          
214 4.2M Move to illustrate the difference between A and B I   
215          
216 SPEAKING/SINGING (Essential) 1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
217 4.1S Speak and sing to illustrate the phrase I   
218  Speak and sing to illustrate same and different phrases I   
219 4.2S Speak and sing to illustrate the difference I   
220  ABA     I   
221          
222 LISTENING (Essential)       
223 4.1L Listen to the phrase  1.1,1.2, 1.6, 3.3 I   
224  Listen to same the different phrases l I   
225 4.2L Listen to the difference between l I   
226          
227 PLAYING (Valuable)       
228 4.1P Play to illustrate the phrase 1.1, 1.2, 2.1, 2.2, 3.1, 3.3 I   
229  Play to illustrate same and different phrases I   
230 4.2P Play to illustrate the difference   I   
231          
232 It is essential for students to:   1   
233 CREATING (Essential)  1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.3    
234 4.1C Create sound accompaniments to show the phrase I   
235  same and different phrases  I   
236 4.2C Create A and B sections   I   
237  ABA     I   
238 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools 
239          
240 STRAND FIVE: Expressive Qualities    Essential 
241 EXPERIENCES      Valuable 
242         Beneficial 
243          
244 It is essential for students to:   1   
245 SPEAKING/SINGING (Essential) 1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
246 5.1S Speak and sing to illustrate contrasts in tempo I   
247 5.2SSpeak and sing to illustrate contrasts in dynamics I   
248 5.3SSpeak and sing to illustrate contrasts in timbre I   
249 LISTENING (Essential)       
250 5.1L Listen to contrasts in tempo 1.1, 1.2, 1.2, 1.4, 3.2, 3.3, 4.4 I   
251 5.2L Listen to contrasts in dynamics  I   
252 5.3L Listen to contrasts in timbre   I   
253 5.4L Listen to music of many cultures including:    
254  style, instruments and traditions  I   
255 5.5L Listen to the orchestral percussion family I   
256  Woodwind family   I   
257  Brass family    I   
258  String family    I   
259          
260 MOVING (Beneficial)  1.1, 1.2, 1.4, 2.2, 3.1, 4.1 4.3    
261 5.1M Explore the space using creative movement I   
262 5.2M Move to illustrate contrasts in tempo  I   
263 5.3M Move to illustrate contrasts in dynamics  I   
264 5.4M Move to illustrate contrasts in timbre  I   
265          
266          
267          
268          
269          
270          
271          
272 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools 
273          
274 STRAND FIVE: Expressive Qualities contd    Essential 
275 EXPERIENCES      Valuable 
276         Beneficial 
277          
278 It is essential for students to:   1   
279 PLAYING (Valuable)       
280 5.1P Play instruments to illustrate contrasts 1.1, 1.2, 2.2, 3.1, 3.3 I   
281  in timbre       
282 5.2P Play unpitched instruments with proper 1.1, 1.2, 2.2 I   
283  technique       
284          
285 CREATING (Essential)  1.1, 1.2, 2.2, 3.1, 3.2, 3.3, 4.3    
286 5.1C Create to illustrate contrasts in tempo  I   
287 5.2C Create to illustrate contrasts in dynamics I   
288 5.3C Create to illustrate contrasts in timbre  I   
289          
290 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools 

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 ABCDEFGHIJ
1           
2 STRAND ONE: Rhythm       Essential
3 EXPERIENCES       Valuable
4          Beneficial
5           
6 It is essential for students to:    2   
7 LISTENING (Essential)        
8 1.1L Listen to the puse/beat of:       
9  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 D   
10  triple meter    4.1, 4.3 I   
11  mixed meters        
12           
13 1.2L Listen to patterns using the following rhythmic values:    
14           
15     1.1, 1.2, 1.3, 1.4 D   
16       4.1, 4.3 I   
17           
18           
19 PLAYING (Essential)        
20 1.1P Play the pulse/beat of:       
21  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 D   
22  triple meter    4.1, 4.3 I   
23  mixed meters        
24           
25 1.2P Play patterns using the following rhythmic values:     
26           
27     1.1, 1.2, 1.3, 1.4 I   
28       4.1, 4.3 I   
29           
30           
31           
32           
33 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
34           
35 STRAND ONE: Rhythm contd      Essential
36 EXPERIENCES       Valuable
37          Beneficial
38           
39 It is essential for students to:    2   
40 READING/NOTATING (Essential)       
41 1.1R Read and notate the pulse/beat of:       
42  duple meter, triple and quadruple  1.1, 1.2 I   
43           
44 1.2R Read and notate patterns using      
45  the following rhythmic values:   1.1, 1.2    
46           
47      I   
48        I   
49           
50           
51           
52 CREATING         
53 1.1C Create using the pulse/beat of:      
54  duple meter, triple and quadruple  1.1, 1.2, 2.1, 2.2, 3.1 I   
55           
56 1.2C Create using the following rhythmic values:     
57       1.1, 1.2, 2.1, 2.2, 3.1    
58      I   
59        I   
60           
61           
62           
63           
64           
65           
66 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
67           
68 STRAND ONE: Rhythm contd      Essential
69 EXPERIENCES       Valuable
70          Beneficial
71           
72 It is essential for students to:    2   
73 MOVING (Beneficial)        
74 1.1M Move to the pulse/beat of:       
75  duple/quadruple meter   2.4, 4.4, 6.9 D   
76  triple meter 3/4    1.1, 1.2, 1.3, 1.4 D   
77  mixed meters        
78           
79 1.2M Move to patterns using the following rhythmic values:    
80     1.1, 1.2, 1.3, 2.2 D   
81       3.1, 3.2, 4.1 D   
82     I   
83           
84           
85           
86 SPEAKING (Beneficial)        
87 1.1S Speak the pulse/beat of:        
88  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 D   
89  triple meter    2.2, 4.2 D   
90  mixed meter        
91           
92 1.2S Speak patterns using the following rhythmic values:     
93           
94     1.1, 1.2, 1.3, 1.4 D   
95       2.2, 4.4 I   
96           
97           
98           
99 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
100           
101 STRAND ONE: Rhythm contd      Essential
102 EXPERIENCES       Valuable
103          Beneficial
104           
105 It is essential for students to:    2   
106 READING/NOTATING (Essential)       
107 1.1R Read and notate the pulse/beat of:       
108  duple meter, triple and quadruple  1.1, 1.2 I   
109           
110 1.2R Read and notate patterns using      
111  the following rhythmic values:   1.1, 1.2    
112           
113      I   
114        I   
115           
116           
117           
118           
119 CREATING         
120 1.1C Create using the pulse/beat of:      
121  duple meter, triple and quadruple  1.1, 1.2, 2.1, 2.2, 3.1 I   
122           
123 1.2C Create using the following rhythmic values:     
124       1.1, 1.2, 2.1, 2.2, 3.1    
125      I   
126        I   
127           
128           
129           
130           
131           
132 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
133           
134 STRAND TWO: Melody       Essential
135 EXPERIENCES       Valuable
136          Beneficial
137 It is essential for students to:    2   
138 MOVING (Beneficial)        
139 2.1M Move to illustrate melodic direction  1.1, 1.2, 2.2, 3.1, 4.1 D   
140           
141 2.2M Move to illustrate high/low contrasts  1.1, 1.2, 2.2, 3.1, 4.1 D   
142           
143 2.3M Move to illustrate melodic contour  1.1, 1.2, 2.2, 3.1, 4.1 I   
144           
145 SINGING (Essential)        
146 2.1S Demonstrate vocal tone production  1.1, 1.2, 2.2, 3.1, 3.2 D   
147           
148 2.2S Sing songs in a limited range  1.1, 1.2, 2.2 D   
149  Sing the following Kodally melodic patterns:     
150   Sol-Mi, Sol-Mi-La    D   
151   Sol-Mi-La (add Do-Re)   D   
152   Sol-Mi-La-Do-Re (Do')   D   
153   Sol-Mi-La-Do-Re-Do' (add Fa-Ti-Soll-Lal) I   
154           
155 2.3S Sing a variety of repertoire in   1.1, 1.2,1.3, 1.4, 2.2, D   
156  cultural/historical context including:  3.1, 3.2, 4.4    
157  singing games, cumulative, patriotic,       
158  seasonal, multicultural, and folk songs      
159           
160 2.4S Sing to illustrate melodic direction  1.1, 1.2, 2.2 M   
161 2.5S Sing to illustrate high/low contrasts   M   
162 2.6S Sing to illustrate melodic contour   D   
163 2.7S Sing skips/steps/repeats    D   
164 2.8S Sing scale patterns    D   
165 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
166           
167 STRAND TWO: Melody contd      Essential
168 EXPERIENCES       Valuable
169          Beneficial
170           
171 It is essential for students to:    2   
172 LISTENING (Essential)        
173 2.1L Listen to the following melodic patterns: 1.1, 1.2, 2.2, 1.4    
174   Sol-Mi, Sol-Mi-La    D   
175   Sol-Mi-La (add Do-Re)   D   
176   Sol-Mi-La-Do-Re (Do')   D   
177   Sol-Mi-La-Do-Re-Do' (add Fa-Ti-Soll-Lal) I   
178 2.2L Listen to melodic direction   1.1, 1.2, 2.2, 1.4 M   
179 2.3L Listen to high/low contrasts    M   
180 2.4L Listen to melodic contour    D   
181 2.5L Listen to skips/steps/repeats    D   
182 2.6L Listen to scale patterns    I   
183           
184 PLAYING (Valuable)        
185 2.1P Play the following melodic patterns:  1.1, 1.2, 2.2    
186   Sol-Mi     D   
187   Sol-Mi-La    D   
188   Sol-Mi-La, Sol-Mi-Do, Mi-Re-Do  I   
189   Sol-Mi-La-Do-Re       
190           
191 2.2P Explore the relationship between the size of the sound source/    
192  instrument and its pitch   4.2 D   
193           
194 2.3P Play to illustrate melodic direction  1.1, 1.2, 2.2 D   
195 2.4P Play to illustrate high/low contrasts   D   
196 2.5P Play skips/steps/repeats    I   
197           
198 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
199           
200 STRAND TWO: Melody contd      Essential
201 EXPERIENCES       Valuable
202          Beneficial
203           
204 It is essential for students to:    2   
205 READING/NOTATING (Essential)       
206 2.1R Read and notate the following melodic patterns:     
207  Sol-Mi, Sol-Mi-La    1.1, 1.2 I   
208  Sol-Mi, Sol-Mi-La, Sol-Mi-Do, Mi-Re-Do  I   
209           
210 2.2R Read and notate melodic direction  1.1, 1.2 I   
211 2.3R Read and notate high/low contrasts   I   
212 2.4R Read and notate melodic contour   I   
213 2.5R Read and notate skips/steps/repeats   I   
214           
215 CREATING (Essential)        
216 2.1C Explore songs in a limited range 1.1, 1.2, 2.1, 2.2, 3.3, 4.3 D   
217   Sol-Mi-La melodies   D   
218  Improvise Sol-Mi-La-Do-Re melodies   D   
219  Improvise pentatonic melodies   I   
220           
221           
222           
223           
224           
225           
226           
227           
228           
229           
230           
231 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
232           
233 STRAND THREE: Harmony      Essential
234 EXPERIENCES       Valuable
235          Beneficial
236           
237 It is essential for students to:    2   
238 MOVING (Beneficial)        
239 3.1M Move to illustrate tonality differences including:     
240  major/minor    1.1, 1.2, 1.4, 2.2 D   
241  chord changes     I   
242           
243 3.2M Move to illustrate ostinati patterns including body percussion D   
244 3.3M Move to illustrate two-part rounds   I   
245    three-part rounds      
246           
247 SPEAKING/SINGING (Beneficial)       
248 3.1S Sing to illustrate tonality differences including     
249  major/minor     D   
250           
251 3.2S Speak a rhyme with a teacher/accompanied ostinato D   
252  Speak a rhyme with one ostinato   I   
253           
254 3.3S Sing two-part rounds    D   
255  Sing three-part rounds    D   
256           
257 LISTENING (Essential)        
258 3.1L Listen to tonality differences including:  1.1, 1.2, 1.4, 2.2    
259  major/minor      D   
260           
261 3.2L Listen to ostinati patterns    I   
262           
263           
264 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
265           
266 STRAND THREE: Harmony contd     Essential
267 EXPERIENCES       Valuable
268          Beneficial
269           
270 It is essential for students to:    2   
271 3.1PPlay two-measure pitched or unpitched ostinati I   
272           
273 3.4P Play with correct mallet technique   D   
274 3.5P Play the simple chord bordun   D   
275 3.6P Play the broken bordun    I   
276           
277 READING/NOTATING (Essential)   1.1, 1.2, 2.2    
278 3.1R Read rhythmic and melodic ostinati patterns I   
279           
280 CREATING (Essential)        
281 3.1C Create ostinati patterns   1.1, 1.2 I   
282           
283           
284           
285           
286           
287           
288           
289           
290           
291           
292           
293           
294           
295           
296           
297 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
298           
299 STRAND FOUR: Form       Essential
300 EXPERIENCES       Valuable
301          Beneficial
302           
303 It is essential for students to:    2   
304 MOVING (Beneficial)   1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
305 4.1M Move to illustrate the felling of phrase   D   
306  Move to illustrate same and different phrases D   
307           
308 4.2M Move to illustrate the difference between A and B I   
309           
310 SPEAKING/SINGING (Essential) 1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
311 4.1S Speak and sing to illustrate the phrase   D   
312  Speak and sing to illustrate same and different phrases D   
313           
314 4.2S Speak and sing to illustrate the difference  I   
315  between A and B sections        
316  ABA      I   
317           
318 4.3SSpeak and sing to illustrate the introduction I   
319  and coda        
320           
321 LISTENING (Essential)        
322 4.1L Listen to the phrase   1.1,1.2, 1.6, 3.3 D   
323  Listen to same the different phrases   D   
324           
325 4.2L Listen to the difference between   I   
326  A and B sections, ABA       
327           
328 4.3L Listen to introductions and codas   I   
329           
330 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
331           
332 STRAND FOUR: Form contd      Essential
333 EXPERIENCES       Valuable
334          Beneficial
335           
336 It is essential for students to:    2   
337 PLAYING (Valuable)        
338 4.1P Play to illustrate the phrase  1.1, 1.2, 2.1, 2.2, 3.1, 3.3 D   
339  Play to illustrate same and different phrases D   
340           
341 4.2P Play to illustrate the difference    I   
342  between A and B, ABA       
343           
344 4.3P Play to illustrate the introduction and coda  I   
345           
346 READING/NOTATING (Essential)       
347 4.1R Read and notate the phrase   1.1, 1.2, 2.1 I   
348 Read and notate same and different phrases I   
349           
350 4.2R Read and notate AB form, ABA   I   
351           
352 CREATING (Essential)   1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.3    
353 4.1CCreate sound accompaniments to show the phrase I   
354  same and different phrases   I   
355           
356 4.2C Create A and B sections    D   
357  ABA      D   
358           
359           
360           
361           
362           
363 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
364           
365 STRAND FIVE: Expressive Qualities     Essential
366 EXPERIENCES       Valuable
367          Beneficial
368           
369 It is essential for students to:    2   
370 MOVING (Beneficial)   1.1, 1.2, 1.4, 2.2, 3.1, 4.1 4.3    
371 5.1M Explore the space using creative movement  D   
372 5.2M Move to illustrate contrasts in tempo   D   
373 5.3M Move to illustrate contrasts in dynamics   D   
374 5.4M Move to illustrate contrasts in timbre   D   
375           
376 SPEAKING/SINGING (Essential)  1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
377 5.1SSpeak and sing to illustrate contrasts in tempo D   
378 5.2SSpeak and sing to illustrate contrasts in dynamics D   
379 5.3SSpeak and sing to illustrate contrasts in timbre D   
380           
381 LISTENING (Essential)        
382 5.1L Listen to contrasts in tempo  1.1, 1.2, 1.2, 1.4, 3.2, 3.3, 4.4 D   
383 5.2L Listen to contrasts in dynamics   D   
384 5.3L Listen to contrasts in timbre    D   
385           
386 5.4L Listen to music of many cultures including:     
387  style, instruments and traditions   D   
388           
389 5.5L Listen to the orchestral percussion family  I   
390  Woodwind family    I   
391  Brass family     I   
392  String family     I   
393           
394           
395           
396 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
397           
398 STRAND FIVE: Expressive Qualities contd     Essential
399 EXPERIENCES       Valuable
400          Beneficial
401           
402 It is essential for students to:    2   
403 PLAYING (Valuable)        
404 5.1P Play instruments to illustrate contrasts  1.1, 1.2, 2.2, 3.1, 3.3 D   
405  in timbre        
406 5.2P Play unpitched instruments with proper   1.1, 1.2, 2.2 D   
407  technique        
408           
409 READING/NOTATING (Essential)       
410 5.1R Read and notate instrument symbols  1.1, 1.2 I   
411 5.2R Read and notate the following symbols:      
412  double bar (ll), repeat sign (:l),   I   
413  single bar (l)     I   
414           
415 CREATING (Essential)   1.1, 1.2, 2.2, 3.1, 3.2, 3.3, 4.3    
416 5.1C Create to illustrate contrasts in tempo   D   
417 5.2C Create to illustrate contrasts in dynamics  D   
418 5.3C Create to illustrate contrasts in timbre   D   
419           
420           
421           
422           
423           
424           
425           
426           
427           
428           
429 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools

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 ABCDEFGHIJ
1           
2 STRAND ONE: Rhythm        Essential
3 EXPERIENCES       Valuable
4          Beneficial
5           
6 It is essential for students to:    3   
7           
8 LISTENING (Essential)        
9 1.1L Listen to the puse/beat of:       
10  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 D   
11  triple meter    4.1, 4.3 D   
12  mixed meters        
13           
14 1.2L Listen to patterns using the following rhythmic values:    
15           
16     1.1, 1.2, 1.3, 1.4 D   
17      4.1, 4.3 D   
18     I   
19           
20           
21           
22 PLAYING (Essential)        
23 1.1P Play the pulse/beat of:       
24  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 D   
25  triple meter    4.1, 4.3 D   
26  mixed meters        
27           
28 1.2P Play patterns using the following rhythmic values:     
29           
30     1.1, 1.2, 1.3, 1.4 D   
31      4.1, 4.3 D   
32     I   
33           
34 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
35           
36 STRAND ONE: Rhythm contd      Essential
37 EXPERIENCES       Valuable
38          Beneficial
39           
40 It is essential for students to:    3   
41 READING/NOTATING (Essential)       
42 1.1R Read and notate the pulse/beat of:       
43  duple meter, triple and quadruple  1.1, 1.2 D   
44           
45 1.2R Read and notate patterns using      
46  the following rhythmic values:   1.1, 1.2    
47           
48      D   
49       D   
50     I   
51           
52           
53           
54 CREATING         
55 1.1C Create using the pulse/beat of:      
56  duple meter, triple and quadruple  1.1, 1.2, 2.1, 2.2, 3.1 D   
57           
58 1.2C Create using the following rhythmic values:     
59       1.1, 1.2, 2.1, 2.2, 3.1    
60      D   
61       D   
62           
63           
64           
65           
66           
67 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
68           
69 STRAND ONE: Rhythm contd      Essential
70 EXPERIENCES       Valuable
71          Beneficial
72           
73 It is essential for students to:    3   
74 MOVING (Beneficial)        
75 1.1M Move to the pulse/beat of:       
76  duple/quadruple meter   2.4, 4.4, 6.9 D   
77  triple meter 3/4    1.1, 1.2, 1.3, 1.4 D   
78  mixed meters    2.2, 3.1, 4.3    
79           
80 1.2M Move to patterns using the following rhythmic values:    
81     1.1, 1.2, 1.3, 2.2 D   
82      3.1, 3.2, 4.1 D   
83     D   
84           
85           
86           
87 Speaking (Beneficial)        
88 1.1S Speak the pulse/beat of:        
89  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 D   
90  triple meter    2.2, 4.2 D   
91  mixed meter        
92           
93 1.2S Speak patterns using the following rhythmic values:     
94           
95     1.1, 1.2, 1.3, 1.4 D   
96      2.2, 4.4 D   
97     I   
98           
99           
100 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
101           
102 STRAND TWO: Melody       Essential
103 EXPERIENCES       Valuable
104          Beneficial
105 It is essential for students to:    3   
106 MOVING (Beneficial)        
107 2.1M Move to illustrate melodic direction  1.1, 1.2, 2.2, 3.1, 4.1 D   
108           
109 2.2M Move to illustrate high/low contrasts  1.1, 1.2, 2.2, 3.1, 4.1 D   
110           
111 2.3M Move to illustrate melodic contour  1.1, 1.2, 2.2, 3.1, 4.1 D   
112           
113 SINGING (Essential)        
114           
115 2.1S Demonstrate vocal tone production  1.1, 1.2, 2.2, 3.1, 3.2 D   
116           
117 2.2S Sing songs in a limited range  1.1, 1.2, 2.2 M   
118  Sing the following Kodally melodic patterns:     
119   Sol-Mi, Sol-Mi-La    M   
120   Sol-Mi-La (add Do-Re)   D   
121   Sol-Mi-La-Do-Re (Do')   D   
122   Sol-Mi-La-Do-Re-Do' (add Fa-Ti-Soll-Lal) D   
123           
124 2.3S Sing a variety of repertoire in   1.1, 1.2,1.3, 1.4, 2.2, D   
125  cultural/historical context including:  3.1, 3.2, 4.4    
126  singing games, cumulative, patriotic,       
127  seasonal, multicultural, and folk songs      
128           
129 2.4S Sing to illustrate melodic direction  1.1, 1.2, 2.2 M   
130 2.5S Sing to illustrate high/low contrasts   M   
131 2.6S Sing to illustrate melodic contour   D   
132 2.7S Sing skips/steps/repeats    D   
133 2.8S Sing scale patterns    D   
134 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
135           
136 STRAND TWO: Melody contd      Essential
137 EXPERIENCES       Valuable
138          Beneficial
139           
140 It is essential for students to:    3   
141 LISTENING (Essential)        
142 2.1L Listen to the following melodic patterns: 1.1, 1.2, 2.2, 1.4    
143   Sol-Mi, Sol-Mi-La    M   
144   Sol-Mi-La (add Do-Re)   M   
145   Sol-Mi-La-Do-Re (Do')   D   
146   Sol-Mi-La-Do-Re-Do' (add Fa-Ti-Soll-Lal) D   
147           
148 2.2L Listen to melodic direction   1.1, 1.2, 2.2, 1.4 M   
149 2.3L Listen to high/low contrasts    M   
150 2.4L Listen to melodic contour    D   
151 2.5L Listen to skips/steps/repeats    D   
152 2.6L Listen to scale patterns    D   
153           
154 PLAYING (Valuable)        
155 2.1P Play the following melodic patterns:  1.1, 1.2, 2.2    
156   Sol-Mi     M   
157   Sol-Mi-La    D   
158   Sol-Mi-La, Sol-Mi-Do, Mi-Re-Do  D   
159   Sol-Mi-La-Do-Re    I   
160           
161 2.2P Explore the relationship between the size of the sound source/    
162  instrument and its pitch   4.2 D   
163           
164 2.3P Play to illustrate melodic direction  1.1, 1.2, 2.2 M   
165 2.4P Play to illustrate high/low contrasts   M   
166 2.5P Play skips/steps/repeats    D   
167           
168 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
169           
170 STRAND TWO: Melody contd      Essential
171 EXPERIENCES       Valuable
172          Beneficial
173           
174 It is essential for students to:    3   
175 PLAYING contd (Valuable)       
176 2.7P Play with correct fingering and proper tone      
177  production on the soprano recorder  1.1, 1.2, 2.2    
178  B-A-G      I   
179           
180 READING/NOTATING (Essential)       
181 2.1R Read and notate the following melodic patterns:     
182  Sol-Mi, Sol-Mi-La    1.1, 1.2 D   
183  Sol-Mi, Sol-Mi-La, Sol-Mi-Do, Mi-Re-Do  D   
184  Sol-Mi-La-Do-Re intervals    I   
185           
186 2.2R Read and notate melodic direction  1.1, 1.2 D   
187 2.3R Read and notate high/low contrasts   D   
188 2.4R Read and notate melodic contour   D   
189 2.5R Read and notate skips/steps/repeats   D   
190 2.6RRead the musical alphabet & notate its placement I   
191  on the treble clef        
192           
193 2.7R Read notation using the soprano recorder: 1.1, 1.2    
194  B-A-G      I   
195  B-A-G-E-D-C'-D'-F-C optional F# and Bb  I   
196           
197           
198           
199           
200           
201           
202 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
203           
204 STRAND TWO: Melody contd      Essential
205 EXPERIENCES       Valuable
206          Beneficial
207           
208 It is essential for students to:    3   
209 CREATING (Essential)        
210 2.1C Explore songs in a limited range 1.1, 1.2, 2.1, 2.2, 3.3, 4.3 D   
211   Sol-Mi-La melodies   D   
212  Improvise Sol-Mi-La-Do-Re melodies   D   
213  Improvise pentatonic melodies   D   
214           
215           
216 STRAND THREE: Harmony      Essential
217 EXPERIENCES       Valuable
218          Beneficial
219           
220 It is essential for students to:    3   
221 MOVING (Beneficial)        
222 3.1M Move to illustrate tonality differences including:     
223  major/minor    1.1, 1.2, 1.4, 2.2 D   
224  chord changes      D   
225           
226 3.2M Move to illustrate ostinati patterns including body percussion D   
227 3.3M Move to illustrate two-part rounds   D   
228    three-part rounds   I   
229           
230 SPEAKING/SINGING (Beneficial)       
231 3.1S Sing to illustrate tonality differences including     
232  major/minor     D   
233  chord changes     I   
234           
235 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
236           
237 STRAND THREE: Harmony contd     Essential
238 EXPERIENCES       Valuable
239          Beneficial
240           
241 It is essential for students to:    3   
242 3.2S Speak a rhyme with a teacher/accompanied ostinato D   
243  Speak a rhyme with one ostinato   D   
244           
245 3.3S Sing two-part rounds    D   
246  Sing three-part rounds    D   
247           
248           
249 LISTENING (Essential)        
250 3.1L Listen to tonality differences including:  1.1, 1.2, 1.4, 2.2    
251  major/minor      D   
252  chord changes     I   
253           
254 3.2L Listen to ostinati patterns    D   
255 3.3L Listen to two-part rounds/canon   I   
256           
257 PLAYING (Valuable)    1.1, 1.2, 2.2    
258 3.1PPlay two-measure pitched or unpitched ostinati D   
259 3.2P Play two- and three-part rounds   I   
260 3.3P Play a two-part rhythmic score   I   
261  Play a rhythmic score with multiple parts     
262           
263 3.4P Play with correct mallet technique   D   
264 3.5P Play the simple chord bordun   D   
265 3.6P Play the broken bordun    D   
266           
267           
268           
269 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
270           
271 STRAND THREE: Harmony contd     Essential
272 EXPERIENCES       Valuable
273          Beneficial
274           
275 It is essential for students to:    3   
276 READING/NOTATING (Essential)   1.1, 1.2, 2.2    
277 3.1R Read rhythmic and melodic ostinati patterns I   
278 3.2R Read two- and three-part rounds   I   
279 3.3R Read a two-part rhythmic score   I   
280           
281 CREATING (Essential)        
282 3.1C Create ostinati patterns   1.1, 1.2 D   
283           
284           
285 STRAND FOUR: Form       Essential
286 EXPERIENCES       Valuable
287          Beneficial
288           
289 It is essential for students to:    3   
290 MOVING (Beneficial)   1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
291 4.1M Move to illustrate the felling of phrase   M   
292 Move to illustrate same and different phrases M   
293           
294 4.2M Move to illustrate the difference between A and B D   
295 4.3M Move to illustrate rondo form (ABACA')   I   
296           
297 4.4M Move to illustrate AABA form    I   
298           
299           
300           
301           
302 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
303           
304 STRAND FOUR: Form contd      Essential
305 EXPERIENCES       Valuable
306          Beneficial
307           
308 It is essential for students to:    3   
309 SPEAKING/SINGING (Essential) 1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
310 4.1S Speak and sing to illustrate the phrase   D   
311  Speak and sing to illustrate same and different phrases D   
312           
313 4.2S Speak and sing to illustrate the difference  D   
314  between A and B sections        
315  ABA      D   
316           
317 4.3SSpeak and sing to illustrate the introduction D   
318  and coda        
319           
320 4.4S Speak and sing to illustrate rondo form   I   
321 4.5S Speak and sing to illustrate the interlude  I   
322 4.6S Speak and sing to illustrate AABA form  I   
323           
324 LISTENING (Essential)        
325 4.1L Listen to the phrase   1.1,1.2, 1.6, 3.3 D   
326  Listen to same the different phrases   D   
327           
328 4.2L Listen to the difference between   D   
329  A and B sections, ABA       
330           
331 4.3L Listen to introductions and codas   D   
332 4.4L Listen to rondo form    I   
333 4.5L Listen to interludes     I   
334 4.6L Listen to AABA form    I   
335           
336 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
337           
338 STRAND FOUR: Form contd      Essential
339 EXPERIENCES       Valuable
340          Beneficial
341           
342 It is essential for students to:    3   
343 PLAYING (Valuable)        
344 4.1P Play to illustrate the phrase  1.1, 1.2, 2.1, 2.2, 3.1, 3.3 D   
345 Play to illustrate same and different phrases D   
346           
347 4.2P Play to illustrate the difference    D   
348  between A and B, ABA       
349           
350 4.3P Play to illustrate the introduction and coda  D   
351 4.5P Play to illustrate the interlude    I   
352           
353 READING/NOTATING (Essential)       
354 4.1R Read and notate the phrase   1.1, 1.2, 2.1 D   
355 Read and notate same and different phrases D   
356           
357 4.2R Read and notate AB form, ABA   D   
358 4.3R Read and notate introductions and codas  I   
359 4.4R Read and notate rondo form    I   
360 4.5R Read and notate interludes    I   
361           
362           
363           
364           
365           
366           
367           
368           
369           
370 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
371           
372 STRAND FOUR: Form contd      Essential
373 EXPERIENCES       Valuable
374          Beneficial
375           
376 It is essential for students to:    3   
377 CREATING (Essential)   1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.3    
378 4.1CCreate sound accompaniments to show the phrase D   
379  same and different phrases   D   
380           
381 4.2C Create A and B sections    D   
382  ABA      D   
383           
384 4.3C Create introductions and codas   I   
385 4.4C Create rondo form     I   
386 4.5C Create interludes     I   
387 4.6C Create AABA form    I   
388           
389           
390           
391 STRAND FIVE: Expressive Qualities     Essential
392 EXPERIENCES       Valuable
393          Beneficial
394           
395 It is essential for students to:    3   
396 MOVING (Beneficial)   1.1, 1.2, 1.4, 2.2, 3.1, 4.1 4.3    
397 5.1M Explore the space using creative movement  D   
398 5.2M Move to illustrate contrasts in tempo   M   
399 5.3M Move to illustrate contrasts in dynamics   M   
400 5.4M Move to illustrate contrasts in timbre   D   
401           
402           
403 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
404           
405 STRAND FIVE: Expressive Qualities contd     Essential
406 EXPERIENCES       Valuable
407          Beneficial
408           
409 It is essential for students to:    3   
410 SPEAKING/SINGING (Essential)  1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
411 5.1SSpeak and sing to illustrate contrasts in tempo D   
412 5.2SSpeak and sing to illustrate contrasts in dynamics D   
413 5.3SSpeak and sing to illustrate contrasts in timbre D   
414           
415 LISTENING (Essential)        
416 5.1L Listen to contrasts in tempo  1.1, 1.2, 1.2, 1.4, 3.2, 3.3, 4.4 D   
417 5.2L Listen to contrasts in dynamics   D   
418 5.3L Listen to contrasts in timbre    D   
419           
420 5.4L Listen to music of many cultures including:     
421  style, instruments and traditions   D   
422           
423 5.5L Listen to the orchestral percussion family  D   
424  Woodwind family    D   
425  Brass family     D   
426  String family     D   
427  Recorder family     I   
428           
429 PLAYING (Valuable)        
430 5.1P Play instruments to illustrate contrasts  1.1, 1.2, 2.2, 3.1, 3.3 D   
431  in timbre        
432 5.2P Play unpitched instruments with proper   1.1, 1.2, 2.2 D   
433  technique        
434           
435           
436           
437 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
438           
439 STRAND FIVE: Expressive Qualities contd     Essential
440 EXPERIENCES       Valuable
441          Beneficial
442           
443 It is essential for students to:    3   
444 READING/NOTATING (Essential)       
445 5.1R Read and notate instrument symbols  1.1, 1.2 D   
446 5.2R Read and notate the following symbols:      
447  double bar (ll), repeat sign (:l),   D   
448  single bar (l)     D   
449 piano (p), foret (ff), fermata ( ) 1.1, 1.2, 2.2 I   
450  pianissimo (pp), fortissimo (ff)   I   
451  tie ( ), first and second endings,   I   
452           
453 CREATING (Essential)   1.1, 1.2, 2.2, 3.1, 3.2, 3.3, 4.3    
454 5.1C Create to illustrate contrasts in tempo   D   
455 5.2C Create to illustrate contrasts in dynamics  D   
456 5.3C Create to illustrate contrasts in timbre   D   
457           
458           
459           
460           
461           
462           
463           
464           
465           
466           
467           
468           
469           
470           
471 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools

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 ABCDEFGHIJ
1           
2 STRAND ONE: Rhythm       Essential 
3 EXPERIENCES       Valuable 
4          Beneficial
5           
6 It is essential for students to:    4   
7           
8 LISTENING (Essential)        
9 1.1L Listen to the puse/beat of:       
10  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 D   
11  triple meter    4.1, 4.3 D   
12  mixed meters        
13           
14 1.2L Listen to patterns using the following rhythmic values:    
15           
16     1.1, 1.2, 1.3, 1.4 M   
17      4.1, 4.3 M   
18     D   
19           
20           
21           
22 PLAYING (Essential)        
23 1.1P Play the pulse/beat of:       
24  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 D   
25  triple meter    4.1, 4.3 D   
26  mixed meters        
27           
28 1.2P Play patterns using the following rhythmic values:     
29           
30     1.1, 1.2, 1.3, 1.4 M   
31      4.1, 4.3 M   
32     D   
33           
34 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences   © Everett Public Schools
35           
36 STRAND ONE: Rhythm contd      Essential 
37 EXPERIENCES       Valuable 
38          Beneficial
39           
40 It is essential for students to:    4   
41 READING/NOTATING (Essential)       
42 1.1R Read and notate the pulse/beat of:       
43  duple meter, triple and quadruple  1.1, 1.2 D   
44           
45 1.2R Read and notate patterns using      
46  the following rhythmic values:   1.1, 1.2    
47           
48      M   
49       M   
50     D   
51         
52           
53           
54 CREATING         
55 1.1C Create using the pulse/beat of:      
56  duple meter, triple and quadruple  1.1, 1.2, 2.1, 2.2, 3.1 D   
57           
58 1.2C Create using the following rhythmic values:     
59       1.1, 1.2, 2.1, 2.2, 3.1    
60      M   
61       D   
62           
63           
64           
65           
66           
67 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences   © Everett Public Schools
68           
69 STRAND ONE: Rhythm contd      Essential 
70 EXPERIENCES       Valuable 
71          Beneficial
72           
73 It is essential for students to:    4   
74           
75 MOVING (Beneficial)        
76 1.1M Move to the pulse/beat of:       
77  duple/quadruple meter   2.4, 4.4, 6.9 D   
78  triple meter 3/4    1.1, 1.2, 1.3, 1.4 D   
79  mixed meters    2.2, 3.1, 4.3 I   
80           
81 1.2M Move to patterns using the following rhythmic values:    
82  1.1, 1.2, 1.3, 2.2 M   
83  3.1, 3.2, 4.1 M   
84   D   
85   I   
86      
87           
88 Speaking (Beneficial)        
89 1.1S Speak the pulse/beat of:        
90  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 D   
91  triple meter    2.2, 4.2 D   
92  mixed meter     I   
93           
94 1.2S Speak patterns using the following rhythmic values:     
95           
96     1.1, 1.2, 1.3, 1.4 M   
97      2.2, 4.4 M   
98     D   
99         
100 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences   © Everett Public Schools
101           
102 STRAND TWO: Melody       Essential 
103 EXPERIENCES       Valuable 
104          Beneficial
105           
106 It is essential for students to:    4   
107 MOVING (Beneficial)        
108 2.1M Move to illustrate melodic direction  1.1, 1.2, 2.2, 3.1, 4.1 D   
109 2.2M Move to illustrate high/low contrasts  1.1, 1.2, 2.2, 3.1, 4.1 M   
110 2.3M Move to illustrate melodic contour  1.1, 1.2, 2.2, 3.1, 4.1 D   
111           
112 SINGING (Essential)        
113           
114 2.1S Demonstrate vocal tone production  1.1, 1.2, 2.2, 3.1, 3.2 D   
115           
116 2.2S Sing songs in a limited range  1.1, 1.2, 2.2 M   
117  Sing the following Kodally melodic patterns:     
118   Sol-Mi, Sol-Mi-La    M   
119   Sol-Mi-La (add Do-Re)   M   
120   Sol-Mi-La-Do-Re (Do')   M   
121   Sol-Mi-La-Do-Re-Do' (add Fa-Ti-Soll-Lal) D   
122           
123 2.3S Sing a variety of repertoire in   1.1, 1.2,1.3, 1.4, 2.2, D   
124  cultural/historical context including:  3.1, 3.2, 4.4    
125  singing games, cumulative, patriotic,       
126  seasonal, multicultural, and folk songs      
127           
128 2.4S Sing to illustrate melodic direction  1.1, 1.2, 2.2 M   
129 2.5S Sing to illustrate high/low contrasts   M   
130 2.6S Sing to illustrate melodic contour   D   
131 2.7S Sing skips/steps/repeats       
132 2.8S Sing scale patterns       
133 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences   © Everett Public Schools
134           
135 STRAND TWO: Melody contd      Essential 
136 EXPERIENCES       Valuable 
137          Beneficial
138           
139 It is essential for students to:    4   
140 LISTENING (Essential)        
141 2.1L Listen to the following melodic patterns: 1.1, 1.2, 2.2, 1.4    
142   Sol-Mi, Sol-Mi-La    M   
143   Sol-Mi-La (add Do-Re)   M   
144   Sol-Mi-La-Do-Re (Do')   M   
145   Sol-Mi-La-Do-Re-Do' (add Fa-Ti-Soll-Lal) D   
146           
147 2.2L Listen to melodic direction   1.1, 1.2, 2.2, 1.4 M   
148 2.3L Listen to high/low contrasts    M   
149 2.4L Listen to melodic contour    D   
150 2.5L Listen to skips/steps/repeats    D   
151 2.6L Listen to scale patterns    D   
152           
153 PLAYING (Valuable)        
154 2.1P Play the following melodic patterns:  1.1, 1.2, 2.2    
155   Sol-Mi     M   
156   Sol-Mi-La    M   
157   Sol-Mi-La, Sol-Mi-Do, Mi-Re-Do  D   
158   Sol-Mi-La-Do-Re    D   
159 2.2P Explore the relationship between the size of the sound source/    
160  instrument and its pitch   4.2 M   
161           
162 2.3P Play to illustrate melodic direction  1.1, 1.2, 2.2 M   
163 2.4P Play to illustrate high/low contrasts   M   
164 2.5P Play skips/steps/repeats    D   
165           
166 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences   © Everett Public Schools
167           
168 STRAND TWO: Melody contd       
169 EXPERIENCES       Essential 
170          Valuable 
171          Beneficial
172 It is essential for students to:    4   
173 PLAYING contd (Valuable)       
174 2.6P Play scale patterns   1.1, 1.2, 2.2 I   
175           
176 2.7P Play with correct fingering and proper tone      
177  production on the soprano recorder  1.1, 1.2, 2.2    
178  B-A-G      D   
179  B-A-G-E-D-C'-D' optional F    I   
180           
181 READING/NOTATING (Essential)       
182 2.1R Read and notate the following melodic patterns:     
183  Sol-Mi, Sol-Mi-La    1.1, 1.2 M   
184  Sol-Mi, Sol-Mi-La, Sol-Mi-Do, Mi-Re-Do  M   
185  Sol-Mi-La-Do-Re intervals    D   
186  Sol-Mi-La-Do-Re melodies    I   
187           
188 2.2R Read and notate melodic direction  1.1, 1.2 D   
189 2.3R Read and notate high/low contrasts   D   
190 2.4R Read and notate melodic contour   D   
191 2.5R Read and notate skips/steps/repeats   D   
192 2.6RRead the musical alphabet & notate its placement D   
193  on the treble clef        
194           
195 2.7R Read notation using the soprano recorder: 1.1, 1.2    
196  B-A-G      D   
197  B-A-G-E-D-C'-D'- optional F    I   
198           
199 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences   © Everett Public Schools
200           
201 STRAND TWO: Melody contd      Essential 
202 EXPERIENCES       Valuable 
203          Beneficial
204           
205 It is essential for students to:    4   
206 CREATING (Essential)        
207 2.1C Explore songs in a limited range 1.1, 1.2, 2.1, 2.2, 3.3, 4.3 M   
208   Sol-Mi-La melodies   D   
209  Improvise Sol-Mi-La-Do-Re melodies   D   
210  Improvise pentatonic melodies   D   
211           
212 2.2CImprovise B-A-G melodies on soprano recorder I   
213           
214           
215 STRAND THREE: Harmony      Essential 
216 EXPERIENCES       Valuable 
217          Beneficial
218           
219 It is essential for students to:    4   
220 MOVING (Beneficial)        
221 3.1M Move to illustrate tonality differences including:     
222  major/minor    1.1, 1.2, 1.4, 2.2 M   
223  chord changes      D   
224           
225 3.2M Move to illustrate ostinati patterns including body percussion D   
226 3.3M Move to illustrate two-part rounds   D   
227    three-part rounds   D   
228           
229           
230           
231           
232 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences   © Everett Public Schools
233           
234 STRAND THREE: Harmony contd     Essential 
235 EXPERIENCES       Valuable 
236          Beneficial
237           
238 It is essential for students to:    4   
239 SPEAKING/SINGING (Beneficial)       
240 3.1S Sing to illustrate tonality differences including     
241  major/minor     D   
242  chord changes     D   
243           
244 3.2S Speak a rhyme with a teacher/accompanied ostinato M   
245  Speak a rhyme with one ostinato   D   
246           
247 LISTENING (Essential)        
248 3.1L Listen to tonality differences including:  1.1, 1.2, 1.4, 2.2    
249  major/minor      M   
250  chord changes     D   
251           
252 3.2L Listen to ostinati patterns    D   
253 3.3L Listen to two-part rounds/canon   D   
254  Listen to three-part rounds    I   
255           
256           
257           
258           
259           
260           
261           
262           
263           
264           
265 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences   © Everett Public Schools
266           
267 STRAND THREE: Harmony contd     Essential 
268 EXPERIENCES       Valuable 
269          Beneficial
270           
271 It is essential for students to:    4   
272 PLAYING (Valuable)    1.1, 1.2, 2.2    
273 3.1PPlay two-measure pitched or unpitched ostinati D   
274 3.2P Play two- and three-part rounds   D   
275 3.3P Play a two-part rhythmic score   D   
276  Play a rhythmic score with multiple parts  I   
277           
278 3.4P Play with correct mallet technique   D   
279 3.5P Play the simple chord bordun   D   
280 3.6P Play the broken bordun    D   
281 3.7P Play the crossover bordun    I   
282 3.8P Play the level bordun    I   
283 3.9P Play the moving bordun    I   
284 3.10P Play the tonic accompaniment   I   
285           
286 READING/NOTATING (Essential)   1.1, 1.2, 2.2    
287 3.1R Read rhythmic and melodic ostinati patterns D   
288 3.2R Read two- and three-part rounds   D   
289 3.3R Read a two-part rhythmic score   D   
290  Read a score with multiple parts   I    
291           
292 CREATING (Essential)        
293 3.1C Create ostinati patterns   1.1, 1.2 D   
294           
295           
296           
297           
298 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences   © Everett Public Schools
299           
300 STRAND FOUR: Form       Essential 
301 EXPERIENCES       Valuable 
302          Beneficial
303           
304 It is essential for students to:    4   
305 MOVING (Beneficial)   1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
306 4.1M Move to illustrate the felling of phrase   M   
307 Move to illustrate same and different phrases M   
308           
309 4.2M Move to illustrate the difference between A and B M   
310 4.3M Move to illustrate rondo form (ABACA')   D   
311  (A' has conda atend of A)       
312           
313 4.4M Move to illustrate AABA form    D   
314           
315 SPEAKING/SINGING (Essential) 1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
316 4.1S Speak and sing to illustrate the phrase   M   
317  Speak and sing to illustrate same and different phrases M   
318           
319 4.2S Speak and sing to illustrate the difference  D   
320  between A and B sections        
321  ABA      M   
322           
323 4.3SSpeak and sing to illustrate the introduction D   
324  and coda        
325           
326 4.4S Speak and sing to illustrate rondo form   D   
327 4.5S Speak and sing to illustrate the interlude  D   
328 4.6S Speak and sing to illustrate AABA form  D   
329           
330           
331 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences   © Everett Public Schools
332           
333 STRAND FOUR: Form contd      Essential 
334 EXPERIENCES       Valuable 
335          Beneficial
336           
337 It is essential for students to:    4   
338 LISTENING (Essential)        
339 4.1L Listen to the phrase   1.1,1.2, 1.6, 3.3 M   
340  Listen to same the different phrases   M   
341           
342 4.2L Listen to the difference between   D   
343  A and B sections, ABA       
344           
345 4.3L Listen to introductions and codas   D   
346 4.4L Listen to rondo form    D   
347 4.5L Listen to interludes     D   
348 4.6L Listen to AABA form    D   
349           
350 PLAYING (Valuable)        
351 4.1P Play to illustrate the phrase  1.1, 1.2, 2.1, 2.2, 3.1, 3.3 D   
352 Play to illustrate same and different phrases M   
353           
354 4.2P Play to illustrate the difference    D   
355  between A and B, ABA       
356           
357 4.3P Play to illustrate the introduction and coda  D   
358 4.4P Play to illustrate rondo form    I   
359 4.5P Play to illustrate the interlude    D   
360 4.6P Play to illustrate AABA form    I   
361           
362           
363           
364 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences   © Everett Public Schools
365           
366 STRAND FOUR: Form contd      Essential 
367 EXPERIENCES       Valuable 
368          Beneficial
369           
370 It is essential for students to:    4   
371 READING/NOTATING (Essential)       
372 4.1R Read and notate the phrase   1.1, 1.2, 2.1 D   
373 Read and notate same and different phrases D   
374           
375 4.2R Read and notate AB form, ABA   D   
376 4.3R Read and notate introductions and codas  D   
377 4.4R Read and notate rondo form    D   
378 4.5R Read and notate interludes    D   
379 4.6R Read notate AABA form    I   
380           
381 CREATING (Essential)   1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.3    
382 4.1CCreate sound accompaniments to show the phrase D   
383  same and different phrases   D   
384           
385 4.2C Create A and B sections    D   
386  ABA      D   
387           
388 4.3C Create introductions and codas   D   
389 4.4C Create rondo form     D   
390 4.5C Create interludes     D   
391 4.6C Create AABA form    D   
392           
393           
394           
395           
396           
397 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences   © Everett Public Schools
398           
399 STRAND FIVE: Expressive Qualities     Essential 
400 EXPERIENCES       Valuable 
401          Beneficial
402           
403 It is essential for students to:    4   
404 MOVING (Beneficial)   1.1, 1.2, 1.4, 2.2, 3.1, 4.1 4.3    
405 5.1M Explore the space using creative movement  D   
406 5.2M Move to illustrate contrasts in tempo   M   
407 5.3M Move to illustrate contrasts in dynamics   M   
408 5.4M Move to illustrate contrasts in timbre   D   
409           
410 SPEAKING/SINGING (Essential)  1.1, 1.2, 2.2, 3.1, 3.2, 4.3    
411 5.1SSpeak and sing to illustrate contrasts in tempo D   
412 5.2SSpeak and sing to illustrate contrasts in dynamics D   
413 5.3SSpeak and sing to illustrate contrasts in timbre D   
414           
415 LISTENING (Essential)        
416 5.1L Listen to contrasts in tempo  1.1, 1.2, 1.2, 1.4, 3.2, 3.3, 4.4 D   
417 5.2L Listen to contrasts in dynamics   D   
418 5.3L Listen to contrasts in timbre    D   
419           
420 5.4L Listen to music of many cultures including:     
421  style, instruments and traditions   D   
422           
423 5.5L Listen to the orchestral percussion family  D   
424  Woodwind family    D   
425  Brass family     D   
426  String family     D   
427  Recorder family     D   
428           
429           
430 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences   © Everett Public Schools
431           
432 STRAND FIVE: Expressive Qualities contd     Essential 
433 EXPERIENCES       Valuable 
434          Beneficial
435           
436 It is essential for students to:    4   
437 PLAYING (Valuable)        
438 5.1P Play instruments to illustrate contrasts  1.1, 1.2, 2.2, 3.1, 3.3 D   
439  in timbre        
440 5.2P Play unpitched instruments with proper   1.1, 1.2, 2.2 D   
441  technique        
442           
443 READING/NOTATING (Essential)       
444 5.1R Read and notate instrument symbols  1.1, 1.2 D   
445 5.2R Read and notate the following symbols:      
446  double bar (ll), repeat sign (:l),   M   
447  single bar (l)     M   
448 piano (p), foret (ff), fermata ( ) 1.1, 1.2, 2.2 D   
449  accent (>), D.C. al Fine    I   
450  pianissimo (pp), fortissimo (ff)   D   
451  Crescendo ( )    I   
452  Decrecendo ( )    I   
453  tie ( ), first and second endings,   D   
454           
455 CREATING (Essential)   1.1, 1.2, 2.2, 3.1, 3.2, 3.3, 4.3    
456 5.1C Create to illustrate contrasts in tempo   D   
457 5.2C Create to illustrate contrasts in dynamics  D   
458 5.3C Create to illustrate contrasts in timbre   D   
459           
460           
461           
462           
463 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools

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 ABCDEFGHI
1          
2 STRAND ONE: Rhythm       Essential 
3 EXPERIENCES      Valuable 
4         Beneficial
5          
6 It is essential for students to:    5  
7          
8 LISTENING (Essential)       
9 1.1L Listen to the puse/beat of:      
10  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 D  
11  triple meter    4.1, 4.3 D  
12  mixed meters     I  
13          
14 1.2L Listen to patterns using the following rhythmic values:   
15          
16    1.1, 1.2, 1.3, 1.4 M  
17   4.1, 4.3 M  
18    D  
19    I  
20      
21          
22 PLAYING (Essential)       
23 1.1P Play the pulse/beat of:      
24  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 D  
25  triple meter    4.1, 4.3 D  
26  mixed meters     I  
27 1.2P Play patterns using the following rhythmic values:    
28          
29    1.1, 1.2, 1.3, 1.4 M  
30   4.1, 4.3 M  
31    D  
32    I  
33          
34 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
35          
36 STRAND ONE: Rhythm contd     Essential 
37 EXPERIENCES      Valuable 
38         Beneficial
39          
40 It is essential for students to:    5  
41 READING/NOTATING (Essential)      
42 1.1R Read and notate the pulse/beat of:      
43  duple meter, triple and quadruple  1.1, 1.2 M  
44          
45 1.2R Read and notate patterns using     
46  the following rhythmic values:   1.1, 1.2   
47          
48     M  
49    M  
50    D  
51    I  
52          
53          
54 CREATING        
55 1.1C Create using the pulse/beat of:     
56  duple meter, triple and quadruple  1.1, 1.2, 2.1, 2.2, 3.1 M  
57          
58 1.2C Create using the following rhythmic values:    
59       1.1, 1.2, 2.1, 2.2, 3.1   
60     M  
61    D  
62    I  
63    I  
64          
65          
66          
67 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
68          
69 STRAND ONE: Rhythm contd     Essential 
70 EXPERIENCES      Valuable 
71         Beneficial
72          
73 It is essential for students to:    5  
74 MOVING (Beneficial)       
75 1.1M Move to the pulse/beat of:      
76  duple/quadruple meter   2.4, 4.4, 6.8 D  
77  triple meter 3/4    1.1, 1.2, 1.3, 1.4   
78  mixed meters    2.2, 3.1, 4.3   
79          
80 1.2M Move to patterns using the following rhythmic values:   
81  1.1, 1.2, 1.3, 2.2 M  
82  3.1, 3.2, 4.1 M  
83   D  
84   D  
85     
86          
87 Speaking (Beneficial)       
88 1.1S Speak the pulse/beat of:       
89  duple meter/quadruple meter   1.1, 1.2, 1.3, 1.4 D  
90  triple meter    2.2, 4.2   
91  mixed meter       
92          
93 1.2S Speak patterns using the following rhythmic values:    
94          
95    1.1, 1.2, 1.3, 1.4 M  
96   2.2, 4.4 M  
97    D  
98    I  
99          
100 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
101          
102 STRAND TWO: Melody      Essential 
103 EXPERIENCES      Valuable 
104         Beneficial
105          
106 It is essential for students to:    5  
107 MOVING (Beneficial)       
108 2.1M Move to illustrate melodic direction  1.1, 1.2, 2.2, 3.1, 4.1 M  
109          
110 2.2M Move to illustrate high/low contrasts  1.1, 1.2, 2.2, 3.1, 4.1 M  
111          
112 SINGING (Essential)       
113          
114 2.1S Demonstrate vocal tone production  1.1, 1.2, 2.2, 3.1, 3.2 D  
115          
116 2.2S Sing songs in a limited range  1.1, 1.2, 2.2 M  
117  Sing the following Kodally melodic patterns:    
118   Sol-Mi, Sol-Mi-La    M  
119   Sol-Mi-La (add Do-Re)   M  
120          
121 2.3S Sing a variety of repertoire in   1.1, 1.2,1.3, 1.4, 2.2, D  
122  cultural/historical context including:  3.1, 3.2, 4.4   
123  singing games, cumulative, patriotic,      
124  seasonal, multicultural, and folk songs     
125          
126 2.4S Sing to illustrate melodic direction  1.1, 1.2, 2.2 M  
127 2.5S Sing to illustrate high/low contrasts   M  
128          
129          
130          
131          
132          
133 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
134          
135 STRAND TWO: Melody contd     Essential 
136 EXPERIENCES      Valuable 
137         Beneficial
138          
139 It is essential for students to:    5  
140 LISTENING (Essential)       
141 2.1L Listen to the following melodic patterns: 1.1, 1.2, 2.2, 1.4   
142   Sol-Mi, Sol-Mi-La    M  
143   Sol-Mi-La (add Do-Re)     
144   Sol-Mi-La-Do-Re (Do')     
145   Sol-Mi-La-Do-Re-Do' (add Fa-Ti-Soll-Lal)    
146          
147 2.2L Listen to melodic direction   1.1, 1.2, 2.2, 1.4 M  
148 2.3L Listen to high/low contrasts    M  
149          
150 PLAYING (Valuable)       
151 2.2P Explore the relationship between the size of the sound source/   
152  instrument and its pitch   4.2 M  
153          
154 2.3P Play to illustrate melodic direction  1.1, 1.2, 2.2 M  
155 2.4P Play to illustrate high/low contrasts   M  
156          
157          
158          
159          
160          
161          
162          
163          
164          
165          
166 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
167          
168 STRAND TWO: Melody contd     Essential 
169 EXPERIENCES      Valuable 
170         Beneficial
171          
172 It is essential for students to:    5  
173 PLAYING contd (Valuable)      
174 2.6P Play scale patterns   1.1, 1.2, 2.2 D  
175          
176 2.7P Play with correct fingering and proper tone     
177  production on the soprano recorder  1.1, 1.2, 2.2   
178  B-A-G      M  
179  B-A-G-E-D-C'-D' optional F    D  
180  B-A-G-E-D-C'-D'-F-C optional F# and Bb  I  
181          
182 READING/NOTATING (Essential)      
183 2.1R Read and notate the following melodic patterns:    
184  Sol-Mi, Sol-Mi-La    1.1, 1.2 M  
185  Sol-Mi, Sol-Mi-La, Sol-Mi-Do, Mi-Re-Do  M  
186  Sol-Mi-La-Do-Re intervals    D  
187  Sol-Mi-La-Do-Re melodies    D  
188          
189 2.2R Read and notate melodic direction  1.1, 1.2 M  
190 2.3R Read and notate high/low contrasts   M  
191 2.4R Read and notate melodic contour   M  
192 2.5R Read and notate skips/steps/repeats   M  
193 2.6RRead the musical alphabet & notate its placement D  
194  on the treble clef       
195          
196 2.7R Read notation using the soprano recorder: 1.1, 1.2   
197  B-A-G      M  
198  B-A-G-E-D-C'-D'- optional F    D  
199 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
200          
201 STRAND TWO: Melody contd     Essential 
202 EXPERIENCES      Valuable 
203         Beneficial
204          
205 It is essential for students to:    5  
206 CREATING (Essential)       
207 2.1C Explore songs in a limited range 1.1, 1.2, 2.1, 2.2, 3.3, 4.3 M  
208   Sol-Mi-La melodies   M  
209  Improvise Sol-Mi-La-Do-Re melodies     
210          
211 2.2CImprovise B-A-G melodies on soprano recorder D  
212  Improvise B-A-G-E-D-C'-D' optional F on soprano recorder I  
213  Improvise B-A-G-E-D-C'-D'-F-C optional F# & Bb on soprano recorder I  
214          
215 2.3CImprovise pentatonic melodies on pitched instruments I  
216 2.4C Question/Answer Technique on pitched instruments I  
217          
218          
219          
220          
221          
222          
223          
224          
225          
226          
227          
228          
229          
230          
231          
232 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
233          
234 STRAND THREE: Harmony     Essential 
235 EXPERIENCES      Valuable 
236         Beneficial
237          
238 It is essential for students to:    5  
239 MOVING (Beneficial)       
240 3.1M Move to illustrate tonality differences including:    
241  major/minor    1.1, 1.2, 1.4, 2.2 M  
242  chord changes     D  
243          
244 3.2M Move to illustrate ostinati patterns including body percussion D  
245 3.3M Move to illustrate two-part rounds   D  
246    three-part rounds   D  
247          
248 SPEAKING/SINGING (Beneficial)      
249 3.1S Sing to illustrate tonality differences including    
250  major/minor     D  
251  chord changes     D  
252          
253 3.2S Speak a rhyme with a teacher/accompanied ostinato M  
254  Speak a rhyme with one ostinato   D  
255          
256 3.4S Sing partner songs and simple descants  I  
257          
258          
259          
260          
261          
262          
263          
264          
265 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
266          
267 STRAND THREE: Harmony contd    Essential 
268 EXPERIENCES      Valuable 
269         Beneficial
270          
271 It is essential for students to:    5  
272 LISTENING (Essential)       
273 3.1L Listen to tonality differences including:  1.1, 1.2, 1.4, 2.2   
274  major/minor      M  
275  chord changes     D  
276          
277 3.2L Listen to ostinati patterns    D  
278 3.3L Listen to two-part rounds/canon   D  
279  Listen to three-part rounds    D  
280          
281 PLAYING (Valuable)    1.1, 1.2, 2.2   
282 3.1PPlay two-measure pitched or unpitched ostinati D  
283 3.2P Play two- and three-part rounds   D  
284 3.3P Play a two-part rhythmic score   D  
285  Play a rhythmic score with multiple parts  D  
286          
287 3.4P Play with correct mallet technique     
288 3.5P Play the simple chord bordun   D  
289 3.6P Play the broken bordun    D  
290 3.7P Play the crossover bordun    D  
291 3.8P Play the level bordun    D  
292 3.9P Play the moving bordun    D  
293 3.10P Play the tonic accompaniment   D  
294 3.11P Play the chord changes (I-VII, I-V, I-IV-V)  I  
295 3.12P Play descants on soprano recorder   I  
296          
297          
298 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
299          
300 STRAND THREE: Harmony contd    Essential 
301 EXPERIENCES      Valuable 
302         Beneficial
303          
304 It is essential for students to:    5  
305 READING/NOTATING (Essential)   1.1, 1.2, 2.2   
306 3.1R Read rhythmic and melodic ostinati patterns D  
307 3.2R Read two- and three-part rounds   D  
308 3.3R Read a two-part rhythmic score   D  
309  Read a score with multiple parts   D  
310          
311 CREATING (Essential)       
312 3.1C Create ostinati patterns   1.1, 1.2 D  
313          
314          
315 STRAND FOUR: Form      Essential 
316 EXPERIENCES      Valuable 
317         Beneficial
318          
319 It is essential for students to:    5  
320 MOVING (Beneficial)   1.1, 1.2, 2.2, 3.1, 3.2, 4.3   
321 4.1M Move to illustrate the felling of phrase   M  
322 Move to illustrate same and different phrases M  
323          
324 4.2M Move to illustrate the difference between A and B M  
325 4.3M Move to illustrate rondo form (ABACA')   D  
326  (A' has conda atend of A)      
327          
328 4.4M Move to illustrate AABA form    D  
329 4.5M Move to illustrate theme and variations   I  
330          
331 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
332          
333 STRAND FOUR: Form contd     Essential 
334 EXPERIENCES      Valuable 
335         Beneficial
336          
337 It is essential for students to:    5  
338 SPEAKING/SINGING (Essential) 1.1, 1.2, 2.2, 3.1, 3.2, 4.3   
339 4.1S Speak and sing to illustrate the phrase   M  
340  Speak and sing to illustrate same and different phrases M  
341          
342 4.2S Speak and sing to illustrate the difference  D  
343  between A and B sections       
344  ABA      M  
345          
346 4.3SSpeak and sing to illustrate the introduction D  
347  and coda       
348          
349 4.4S Speak and sing to illustrate rondo form   D  
350 4.5S Speak and sing to illustrate the interlude  D  
351 4.6S Speak and sing to illustrate AABA form  D  
352 4.7S Speak and sing to illustrate theme and variations I  
353          
354 LISTENING (Essential)       
355 4.1L Listen to the phrase   1.1,1.2, 1.6, 3.3 M  
356  Listen to same the different phrases   M  
357 4.2L Listen to the difference between   D  
358  A and B sections, ABA      
359 4.3L Listen to introductions and codas   D  
360 4.4L Listen to rondo form    D  
361 4.5L Listen to interludes     D  
362 4.6L Listen to AABA form    D  
363 4.7L Listen to theme and variations   I  
364 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
365          
366 STRAND FOUR: Form contd     Essential 
367 EXPERIENCES      Valuable 
368         Beneficial
369          
370 It is essential for students to:    5  
371 PLAYING (Valuable)       
372 4.1P Play to illustrate the phrase  1.1, 1.2, 2.1, 2.2, 3.1, 3.3 M  
373 Play to illustrate same and different phrases M  
374          
375 4.2P Play to illustrate the difference    D  
376  between A and B, ABA      
377          
378 4.3P Play to illustrate the introduction and coda  D  
379 4.4P Play to illustrate rondo form    D  
380 4.5P Play to illustrate the interlude    D  
381 4.6P Play to illustrate AABA form    D  
382 4.7P Play to illustrate theme and variations   I  
383          
384 READING/NOTATING (Essential)      
385 4.1R Read and notate the phrase   1.1, 1.2, 2.1 M  
386 Read and notate same and different phrases M  
387          
388 4.2R Read and notate AB form, ABA   D  
389 4.3R Read and notate introductions and codas  D  
390 4.4R Read and notate rondo form    D  
391 4.5R Read and notate interludes    D  
392 4.6R Read notate AABA form    D  
393 4.7R Read and notate theme and variations   I  
394          
395          
396          
397 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
398          
399 STRAND FOUR: Form contd     Essential 
400 EXPERIENCES      Valuable 
401         Beneficial
402          
403 It is essential for students to:    5  
404 CREATING (Essential)   1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.3   
405 4.1CCreate sound accompaniments to show the phrase M  
406  same and different phrases   M  
407          
408 4.2C Create A and B sections    D  
409  ABA      D  
410          
411 4.3C Create introductions and codas   D  
412 4.4C Create rondo form     D  
413 4.5C Create interludes     D  
414 4.6C Create AABA form    D  
415 4.7C Create theme and variations    I  
416          
417          
418          
419          
420          
421          
422          
423          
424          
425          
426          
427          
428          
429          
430 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
431          
432 STRAND FIVE: Expressive Qualities    Essential 
433 EXPERIENCES      Valuable 
434         Beneficial
435          
436 It is essential for students to:    5  
437 MOVING (Beneficial)   1.1, 1.2, 1.4, 2.2, 3.1, 4.1 4.3   
438 5.1M Explore the space using creative movement  D  
439 5.2M Move to illustrate contrasts in tempo   M  
440 5.3M Move to illustrate contrasts in dynamics   M  
441 5.4M Move to illustrate contrasts in timbre   D  
442          
443 SPEAKING/SINGING (Essential)  1.1, 1.2, 2.2, 3.1, 3.2, 4.3   
444 5.1SSpeak and sing to illustrate contrasts in tempo D  
445 5.2SSpeak and sing to illustrate contrasts in dynamics D  
446 5.3SSpeak and sing to illustrate contrasts in timbre D  
447          
448 LISTENING (Essential)       
449 5.1L Listen to contrasts in tempo  1.1, 1.2, 1.2, 1.4, 3.2, 3.3, 4.4 D  
450 5.2L Listen to contrasts in dynamics   D  
451 5.3L Listen to contrasts in timbre    D  
452          
453 5.4L Listen to music of many cultures including:    
454  style, instruments and traditions   D  
455          
456 5.5L Listen to the orchestral percussion family  D  
457  Woodwind family    D  
458  Brass family     D  
459  String family     D  
460  Recorder family     D  
461          
462          
463 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools
464          
465 STRAND FIVE: Expressive Qualities contd    Essential 
466 EXPERIENCES      Valuable 
467         Beneficial
468          
469 It is essential for students to:    5  
470 PLAYING (Valuable)       
471 5.1P Play instruments to illustrate contrasts  1.1, 1.2, 2.2, 3.1, 3.3 D  
472  in timbre       
473 5.2P Play unpitched instruments with proper   1.1, 1.2, 2.2 D  
474  technique       
475          
476 READING/NOTATING (Essential)      
477 5.1R Read and notate instrument symbols  1.1, 1.2 D  
478 5.2R Read and notate the following symbols:     
479  double bar (ll), repeat sign (:l),   M  
480  single bar (l)     M  
481 piano (p), foret (ff), fermata ( ) 1.1, 1.2, 2.2 D  
482  accent (>), D.C. al Fine    D  
483  pianissimo (pp), fortissimo (ff)   D  
484  Crescendo ( )    D  
485  Decrecendo ( )    D  
486  tie ( ), first and second endings,   D  
487  mezzo piano (pp), messo forte (mff),   I  
488  slur ( ), sharp (#), flat (b)   I  
489          
490 CREATING (Essential)   1.1, 1.2, 2.2, 3.1, 3.2, 3.3, 4.3   
491 5.1C Create to illustrate contrasts in tempo   D  
492 5.2C Create to illustrate contrasts in dynamics  D  
493 5.3C Create to illustrate contrasts in timbre   D  
494          
495          
496 Key: I = Initial experiences, D = Developmental experiences, M = Mastery experiences  © Everett Public Schools

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