Georgia Performance Standards
Click below to access the performance standards for music education for grades k-5.
Studying music is essential to your child's education.
- Music is important for it's own sake, and because it is part of what makes us human.
- Music is universally present in human cultures from around the world.
- Music is a part of our cultural heritage.
- Learning music exercises both sides of the brain - the left, more practical side,and the right, more creative side!
Music is also essential for whole child development for other reasons. Music reinforces what students are learning in other disciplines:
Math: Students learn the numerical value of music notes and rests and learn to read and play them grouped in patterns on the music staff. The staff, which is also divided into units called measures, has a time or meter "signature" notated at the beginning of the song that gives essential information about how to read the music. Music is full of symbols, resembling algebraic symbols, that represent important information about how to "navigate" through a musical selection.
Science: Vocal cords and other music instruments make sounds by making sound waves and vibrations; the length and frequency of these determine the highness and lowness of the pitch as well as the unique tonal quality of the sound.
Social Studies: The lyrics and various styles and genres of music can teach about specific historical periods and diverse world cultures.
Reading and Language Arts: Reading music helps with reading and language skills. The composition of music form is similar to that of story writing; main idea or theme, introduction, content, summary, and resolution. Students who engage in singing and note reading, demonstrate improved reading fluency.
Testing: Students who study music have demonstrated higher test scores, more interest and involvement in school and activities, and are less likely to drop out of school. Students who study music score higher on the SAT, are more likely to attend college, and are the music is the most common college major in law and medical schools.
Encouraging your child to become involved in music is a gift that will continue for a lifetime of learning.
Building Skills
Grades K-3
Students are graded on a scale of 3- meets standards, 2-progressing towards meeting the standards, or 1- does not meet standards. Students also earn a behavioral grade as either satisfactory, progressing or needs improvement for conduct and attitude.
The first nine weeks of reporting, students in grade K will be assessed on ability to echo and sing vocal patterns including the four voices (speaking, singing, whispering, and calling) and the steady beat. Grade 1 will be assessed on performing call and response songs , steady beat, simple rhythm patterns, and high and low sounds. Grade 2 will be assessed on their ability to sing and play melody patterns and perform simple rhythm patterns. Grade 3 assessment will require the students to sing simple octave range melodies. They will also be assessed on ability to identify tempo (speed of beat) and dynamics (loudness and softness) in music using appropriate vocabulary.
During the 2nd 9 weeks music students will be assessed on the following skills performed: Kindergarten- Imitates high and low sounds. Performs steady beat. Grade 1- Performs upward and downward melodies. Performs simple rhythm patterns. Grade 2- Plays pentatonic (five note) patterns. Reads and performs half, quarter, and eighth notes and rests. Grade 3- Plays simple melodies. Reads, notates, and performs half, quarter, eighth notes, and rests in various meters.
During the 3rd 9 weeks music students will be assessed on the following performance skills: Grade K- Echo sing so-mi and rhythm patterns accurately. Grade 1- Echo sing so-mi-la. Reads and plays quarter notes, 2 eighths notes, and quarter rests. Grade 2- Performs and identifies steps and leaps in melody. Notates and reads quarter notes, 2 eighth notes, and quarter rest. Grade 3- Identifies the names of notes on the treble staff. Identifies simple form in music. (AB,ABA, introductions and coda.)
During the 4th 9 weeks music students will have the opportunity to continue to practice and master any of the skills taught during the entire first three marking periods and will be reassessed for mastery.
The first nine weeks of reporting, students in grade K will be assessed on ability to echo and sing vocal patterns including the four voices (speaking, singing, whispering, and calling) and the steady beat. Grade 1 will be assessed on performing call and response songs , steady beat, simple rhythm patterns, and high and low sounds. Grade 2 will be assessed on their ability to sing and play melody patterns and perform simple rhythm patterns. Grade 3 assessment will require the students to sing simple octave range melodies. They will also be assessed on ability to identify tempo (speed of beat) and dynamics (loudness and softness) in music using appropriate vocabulary.
During the 2nd 9 weeks music students will be assessed on the following skills performed: Kindergarten- Imitates high and low sounds. Performs steady beat. Grade 1- Performs upward and downward melodies. Performs simple rhythm patterns. Grade 2- Plays pentatonic (five note) patterns. Reads and performs half, quarter, and eighth notes and rests. Grade 3- Plays simple melodies. Reads, notates, and performs half, quarter, eighth notes, and rests in various meters.
During the 3rd 9 weeks music students will be assessed on the following performance skills: Grade K- Echo sing so-mi and rhythm patterns accurately. Grade 1- Echo sing so-mi-la. Reads and plays quarter notes, 2 eighths notes, and quarter rests. Grade 2- Performs and identifies steps and leaps in melody. Notates and reads quarter notes, 2 eighth notes, and quarter rest. Grade 3- Identifies the names of notes on the treble staff. Identifies simple form in music. (AB,ABA, introductions and coda.)
During the 4th 9 weeks music students will have the opportunity to continue to practice and master any of the skills taught during the entire first three marking periods and will be reassessed for mastery.
Grades 4-5
Students are assessed as meeting standards by demonstrating outstanding progress, making satisfactory progress towards meeting standards, or needs improvement in meeting standards. Students will earn an A, B, C, D, or F depending on demonstrated success with music skills. Students are also given a behavioral grade as S, P, or N (successful, progressing, or needs improvement)
During the first nine week grading period, Grades 4 and 5 reads and notates music, applies knowledge of music concepts through singing and playing instruments, improvises simple pentatonic melodies, and describes and analyzes music by grade level ability as well as play contrasting parts, and evaluate performances of self and others.
During the second grading period: Grade 4 works on performing contrasting music parts, evaluates music performances, and responds to music through movement. Grade 5 analyzes, states preferences, and performs music of various cultures.
During the third grading period, Grade 4 reads and notates melodic patterns, identifies instruments and voices, and improvises rhythmic patterns using a variety of sound sources. Grade 5 applies knowledge of music concepts, and describes and analyzes music of the jazz era.
During the fourth nine week grading period, Grade 4 expressively performs music of various cultures within an ensemble, read and notates melodic and rhythmic patterns, critically analyzes, describes, and evaluates music, and responds through improvisation and movement. Grade 5 analyzes and performs music of various cultures, and arranges and performs rhythmic and melodic variations, creating simple form, instrumentation, and various styles.
Through project based learning, fourth grade students explore the classical composers and time periods. Fifth grade students explore American Music History from the civil war to current day.
During the first nine week grading period, Grades 4 and 5 reads and notates music, applies knowledge of music concepts through singing and playing instruments, improvises simple pentatonic melodies, and describes and analyzes music by grade level ability as well as play contrasting parts, and evaluate performances of self and others.
During the second grading period: Grade 4 works on performing contrasting music parts, evaluates music performances, and responds to music through movement. Grade 5 analyzes, states preferences, and performs music of various cultures.
During the third grading period, Grade 4 reads and notates melodic patterns, identifies instruments and voices, and improvises rhythmic patterns using a variety of sound sources. Grade 5 applies knowledge of music concepts, and describes and analyzes music of the jazz era.
During the fourth nine week grading period, Grade 4 expressively performs music of various cultures within an ensemble, read and notates melodic and rhythmic patterns, critically analyzes, describes, and evaluates music, and responds through improvisation and movement. Grade 5 analyzes and performs music of various cultures, and arranges and performs rhythmic and melodic variations, creating simple form, instrumentation, and various styles.
Through project based learning, fourth grade students explore the classical composers and time periods. Fifth grade students explore American Music History from the civil war to current day.