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1st Grade Musical Development, Mid-year

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

Name__________________________________________ Homeroom Teacher______________________________________________

Standard: PERFORM: With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.
Objective: Students will sing the melody of “The Cuckoo” (sol, mi) with accurate pitch and pitch
relationships given by the teacher.
On given pitch, and accurate_________ 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 sing the melody of “Lucy Locket”, varying the dynamic level and style in
accordance with the teacher’s specifications.
Able (Mastery)_________ Able (Developing) _______Not able yet, but attempts skill (Beginning)__________

Standard: CREATE: With limited guidance, create musical ideas (such as answering a musical
question) for a specific purpose.
Objective: Students will use a variety of high, low, short, and long sounds to create a composition that
represents different ideas or feelings.
Able (Mastery) __________ Able (Developing)______Not able yet, but attempts skill (Beginning)___________

Objective: Students will create a melody that utilizes AB form and contrasts between fast and slow tempos.

Able (Mastery)___________ Able (Developing) Not able yet, but attempts skill (Beginning)_____________

Standard: CREATE: Students will read music notation at a beginning level.


Objective: Students will show their understanding of rests (whole, half, quarter), note values (whole, half,
quarter), and bar lines through visual and verbal means.
Able (Mastery) ____________ Able (Developing) ____Not able yet, but attempts skill (Beginning)__________

Objective: Students will show their understanding of notated dynamics (f and p), note length (short vs.
long), and pitch (high vs. low) through verbal and visual means.
Able (Mastery) ____________Able (Developing)____ Not able yet, but attempts skill (Beginning)__________

Standard: RESPOND: Re.1.1With limited guidance, identify and demonstrate how personal
interests and experiences influence musical selection for specific purposes.
Objective: Students will communicate the various feelings expressed in “This is Berk” from How to Train
Your Dragon through verbal and kinesthetic means.
Able (Mastery) ____________ Able (Developing)____Not able yet, but attempts skill (Beginning)__________
Objective: Students will describe how different components of music (tempi, dynamics, etc.) affect the
purpose of the selection.
Able (Mastery)____________ Able (Developing) Not able yet, but attempts skill (Beginning)______________
Standard: RESPOND: Re.2.1 With limited guidance, demonstrate and identify how specific music
concepts (such as beat or pitch) are used in various styles of music for a purpose.
Objective: Students will create an instrument specific to a Native American tribe found in North America
(covered in December/January). They will also demonstrate how it works to the class.
Type of instrument created___________________(See Student self-evaluation for this unit.)

Objective: Students will research and present a type of dance found in either traditional American
(bluegrass, folk, etc.) or jazz settings.
Style of dance this student researched_________________. (See student’s written work and performance
evaluation.)