Kindergarten: Grade Musical Development, Mid-year

This assessment informs parents of their child’s musical development each quarter.

Name__________________________________________ Homeroom Teacher______________________________________________

Standard: (Perform/Create/Respond): MU:Pr4.2.Ka With guidance, explore and

demonstrate awareness of music contrasts (such as high/low, loud/soft, same different)
in a variety of music selected for performance.
MU: Re8.1.Ka with guidance, demonstrate awareness of expressive qualities (such as dynamics and
tempo) that reflect creators’/ performers expressive intent.

List Objective: Students will perform Meet me at the Kitchen door, using the correct voicing’s stated before
each verse.
On given pitch, and accurate_____X_ Not on given pitch, but accurate pitch relationships__________

On given pitch, but not accurate pitch relationships________ Not on given pitch, not accurate_________

List Objective: Students will identify loud and soft sections in the William Tell Overature composed by
Rossini.
Able (Mastery)_________ Able (Developing) _______Not able yet, but attempts skill (Beginning)__X____

Standard: (Perform/Create/Respond) : MU: Re7.2.Ka With guidance, demonstrate how a

specific music concept (such as beat or melodic direction) is used in music.

MU:Pr.6.1.Ka With guidance, perform music with expression.

List Objective: Students will correctly identify each body part in the song Head shoulders knees and toes.

Able (Mastery) __________ Able (Developing)____X__Not able yet, but attempts skill (Beginning)___________

List Objective: Students will perform the dance to Here we go ‘round the Mulberry bush with the correct
guidelines provided by the teacher.
Able (Mastery)___X______ Able (Developing) Not able yet, but attempts skill (Beginning)_____________

Standard: (Perform/Create/Respond): MU: Cr1.1.Ka With guidance, explore and

experience music concepts (such as beat and melodic contour)
MU: Pr4.3.Ka With guidance, demonstrate awareness of expressive qualities such as voice quality,
dynamics, and tempo) that support the creators’ expressive intent.

List Objective: Students will identify the tempo (fast or slow) in songs provided by the teacher.
Able (Mastery) ___X_________ Able (Developing) ____Not able yet, but attempts skill (Beginning)__________

List Objective: Students will perform the different sounds in Old MacDonald with zero mistakes.
Able (Mastery) ____________Able (Developing)__X__ Not able yet, but attempts skill (Beginning)__________

Standard: (Perform/Create/Respond): MU: Pr6.1. Kb Perform appropriately for the

audience.
MU: Pr4.3.Ka With guidance, demonstrate awareness of expressive qualities (such as voice quality,
dynamics, and tempo) that support the creators expressive intent.

List Objective: Studnets will Identify appropriate instruments for different characters in the story Abiyoyo.
Able (Mastery) ____________ Able (Developing)__X__Not able yet, but attempts skill (Beginning)__________
List Objective: Students will perform a written body percussion to Little Sally Walker, transferring from
different levels of their body.
Able (Mastery)______X______ Able (Developing) Not able yet, but attempts skill (Beginning)______________

Standard: (Perform/Create/Respond): MU: Pr5.1.Ka With guidance, apply personal,

teacher, and peer feedback to refine performances.
MU: Pr6.1.Kb Perform appropriately for the audience.

List objective: Students will compose a story with instruments provided by the teacher.
Type of story created___________________(See Student self-evaluation for this unit.)

List Objective: Students will perform their composition for the class and provide feedback for their peers.

Style of dance this student researched_________________. (See student’s written work and performance
evaluation.)