Standards
Common Core Capacities
Through hands-on classroom activities and two culminating interactive performances, Musical Explorers helps to address Common Core Capacities for College and Career Readiness, empowering students through learning activities in which they:
- demonstrate independence
- gain confidence through self-expression
- build strong content knowledge
- respond to the varying demands of audience, task, purpose, and discipline
- comprehend, as well as critique
- value evidence
- come to understand other perspectives and cultures
The Musical Explorers curriculum focuses on building music performance skills, content knowledge, and creativity, while developing core capacities in language arts and mathematics. Through active listening, describing and analyzing repertoire, writing activities, and a focus on the perspectives of other cultures and communities, Musical Explorers provides students with the opportunity to put these core capacities to use in a musical domain.
Below are the Common Core Capacities addressed in each unit. These Common Core Capacities easily align with the newly adopted Georgia Standards of Excellence.
For more information on grade-specific standards, visit www.corestandards.org. For more information on the Georgia Standards of Excellence, visit www.georgiastandards.org.
Introduction | Kindergarten | CCSS.ELA-LITERACY.SL.K.1-6; CCSS.ELA-LITERACY.L.K.1, 4-6; CCSS.ELA-LITERACY.W.K.8; CCSS.ELA-LITERACY.RF.K.1-4; CCSS.MATH.CONTENT.K.MD.A.2 |
First Grade | CCSS.ELA-LITERACY.SL.1.1-6; CCSS.ELA-LITERACY.L.1.1, 4-6; CCSS.ELA-LITERACY.W.1.8; CCSS.ELA-LITERACY.RF.1.1-4; CCSS.MATH.CONTENT.1.MD.C.4 | |
Second Grade | CCSS.ELA-LITERACY.SL.2.1-6; CCSS.ELA-LITERACY.L.2.1, 3-6; CCSS.ELA-LITERACY.W.2.8; CCSS.ELA-LITERACY.RF.2.1-4 | |
Unit 1 (Soul Music) |
Kindergarten | CCSS.ELA-LITERACY.SL.K.1- 6; CCSS.ELA-LITERACY.L.K.1, 4-6; CCSS.ELA-LITERACY.W.K.8; CCSS.ELA-LITERACY.RF.K.1-4; CCSS.ELA-LITERACY.RI.K.1-5, 7; CCSS.MATH.CONTENT.K.CC.A.1; CCSS.MATH.CONTENT.K.CC.A.2; CCSS.MATH.CONTENT.K.MD.B.3 |
First Grade | CCSS.ELA-LITERACY.SL.1.1-6; CCSS.ELA-LITERACY.L.1.1, 4-6; CCSS.ELA-LITERACY.W.1.8; CCSS.ELA-LITERACY.RF.1.1-4; CCSS.ELA-LITERACY.RI.1.1-5, 7; CCSS.MATH.CONTENT.1.NBT.A.1 | |
Second Grade | CCSS.ELA-LITERACY.SL.2.1-6; CCSS.ELA-LITERACY.L.2.1, 3-6; CCSS.ELA-LITERACY.W.2.8; CCSS.ELA-LITERACY.RF.2.1-4; CCSS.ELA-LITERACY.RI.2.1, 4, 7; CCSS.MATH.PRACTICE.MP4 | |
Unit 2 (Cajun Music) |
Kindergarten | CCSS.ELA-LITERACY.SL.K.1-6; CCSS.ELA-LITERACY.L.K.1-2, 4-6; CCSS.ELA-LITERACY.W.K.8; CCSS.ELA-LITERACY.RF.K.1-4; CCSS.ELA-LITERACY.RI.K.1-5, 7; CCSS.MATH.CONTENT.K.CC.A.1; CCSS.MATH.CONTENT.K.CC.A.2 |
First Grade | CCSS.ELA-LITERACY.SL.1.1-6 CCSS.ELA-LITERACY.L.1.1-2, 4-6; CCSS.ELA-LITERACY.W.1.8; CCSS.ELA-LITERACY.RF.1.1-4; CCSS.ELA-LITERACY.RI.1.1-5, 7; CCSS.MATH.CONTENT.1.NBT.A.1 | |
Second Grade | CCSS.ELA-LITERACY.SL.2.1-6; CCSS.ELA-LITERACY.L.2.1-6; CCSS.ELA-LITERACY.W.2.8; CCSS.ELA-LITERACY.RF.2.1-4; CCSS.ELA-LITERACY.RI.2.1, 4, 7; CCSS.MATH.PRACTICE.MP4 | |
Unit 3 (Musical Theatre) |
Kindergarten | CCSS.ELA-LITERACY.SL.K.1-4, 6; CCSS.ELA-LITERACY.L.K.1-2, 4-6; CCSS.ELA-LITERACY.W.K.1-3, 5-6, 8; CCSS.ELA-LITERACY.RF.K.1-4; CCSS.ELA-LITERACY.RI.K.1-5, 7 |
First Grade | CCSS.ELA-LITERACY.SL.1.1-4, 6; CCSS.ELA-LITERACY.L.1.1-2, 4-6; CCSS.ELA-LITERACY.W.1.1-3, 5-6, 8; CCSS.ELA-LITERACY.RF.1.1-4; CCSS.ELA-LITERACY.RI.1.1-5, 7 | |
Second Grade | CCSS.ELA-LITERACY.SL.2.1-6; CCSS.ELA-LITERACY.L.2.1-6; CCSS.ELA-LITERACY.W.2.8; CCSS.ELA-LITERACY.RF.2.1-4; CCSS.ELA-LITERACY.RI.2.1, 4, 7 | |
Unit 4
(Country Music) |
Kindergarten | CCSS.ELA-LITERACY.SL.K.1-4, 6; CCSS.ELA-LITERACY.L.K.1, 4-6; CCSS.ELA-LITERACY.W.K.8; CCSS.ELA-LITERACY.RF.K.1-4; CCSS.ELA-LITERACY.RI.K.1-5, 7 |
First Grade | CCSS.ELA-LITERACY.SL.1.1-4, 6; CCSS.ELA-LITERACY.L.1.1, 4-6; CCSS.ELA-LITERACY.W.1.8; CCSS.ELA-LITERACY.RF.1.1-4; CCSS.ELA-LITERACY.RI.1.1-5, 7 | |
Second Grade | CCSS.ELA-LITERACY.SL.2.1-4, 6; CCSS.ELA-LITERACY.L.2.1, 3-6; CCSS.ELA-LITERACY.W.2.8; CCSS.ELA-LITERACY.RF.2.1-4; CCSS.ELA-LITERACY.RI.2.1, 4, 7 | |
Unit 5 (Irish Music) |
Kindergarten | CCSS.ELA-LITERACY.SL.K.1-6; CCSS.ELA-LITERACY.L.K.1-2, 4-6; CCSS.ELA-LITERACY.W.K.1-3, 5-6, 8; CCSS.ELA-LITERACY.RF.K.1-4; CCSS.ELA-LITERACY.RI.K.1-5, 7 |
First Grade | CCSS.ELA-LITERACY.SL.1.1-6; CCSS.ELA-LITERACY.L.1.1-2, 4-6; CCSS.ELA-LITERACY.W.1.1-3, 5-6, 8; CCSS.ELA-LITERACY.RF.1.1-4; CCSS.ELA-LITERACY.RI.1.1-5, 7 | |
Second Grade | CCSS.ELA-LITERACY.SL.2.1-6; CCSS.ELA-LITERACY.L.2.1-6; CCSS.ELA-LITERACY.W.2.8; CCSS.ELA-LITERACY.RF.2.1-4; CCSS.ELA-LITERACY.RI.2.1, 4, 7 | |
Unit 6
(Music of Mali) |
Kindergarten | CCSS.ELA-LITERACY.SL.K.1-6; CCSS.ELA-LITERACY.L.K.1-2, 4-6; CCSS.ELA-LITERACY.W.K.1-3, 5-6, 8; CCSS.ELA-LITERACY.RF.K.1-4; CCSS.ELA-LITERACY.RI.K.1-5, 7 |
First Grade | CCSS.ELA-LITERACY.SL.1.1-6; CCSS.ELA-LITERACY.L.1.1-2, 4-6; CCSS.ELA-LITERACY.W.1.1-3, 5-6, 8; CCSS.ELA-LITERACY.RF.1.1-4; CCSS.ELA-LITERACY.RI.1.1-5, 7 | |
Second Grade | CCSS.ELA-LITERACY.SL.2.1-6; CCSS.ELA-LITERACY.L.2.1-6; CCSS.ELA-LITERACY.W.2.8; CCSS.ELA-LITERACY.RF.2.1-4; CCSS.ELA-LITERACY.RI.2.1, 4, 7 |
National Core Music Standards
Musical Explorers supports the National Core Music Standards. Standards vary slightly according to grade level. Click here for exact standards for grades Kindergarten through 2. For more information about the National Core Arts Standards, visit nationalartsstandards.org.
Anchor 1 | Explore and experience music concepts, create musical ideas, and improvise rhythmic and melodic patterns. |
Anchor 2 | Demonstrate, choose, and discuss favorite musical ideas that represent expressive intent. Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent. |
Anchor 3.1 | Discuss, interpret, and apply personal, peer, and teacher feedback in refining personal musical ideas and personal music. |
Anchor 3.2 | Convey expressive intent for a specific purpose by demonstrating or presenting a final version of personal musical ideas to peers or informal audience. |
Anchor 4.1 | Demonstrate, discuss, and explain personal interest in, knowledge about, and purpose of varied musical selections. |
Anchor 4.2 | Demonstrate awareness or knowledge of music contrasts and music concepts in music from a variety of cultures selected for performance. |
Anchor 4.3 | Demonstrate and describe music’s expressive qualities (such as voice quality, dynamics, and tempo) and how creators use them to convey expressive intent. |
Anchor 5 | Apply personal, teacher, and peer feedback to refine performances. |
Anchor 6 | Perform music for a specific purpose with expression. |
Anchor 7.1 | Identify and demonstrate how personal interests and experiences influence musical selection for specific purposes. |
Anchor 7.2 | Identify and demonstrate how specific music concepts (such as beat, melodic direction, or pitch) are used in various styles of music for a purpose. |
Anchor 8 | Identify and demonstrate expressive qualities (such as dynamics and tempo) that reflect creators’ expressive intent. |
Anchor 9 | Apply personal and expressive preferences in the evaluation of music for specific purposes. |
Anchor 10 | Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. |
Anchor 11 | Demonstrate understanding of relationships between music and other arts, other disciplines, varied contexts, and daily life. |
Georgia Standards for Music Education
Standard 1 | Singing, alone and with others, a varied repertoire of music |
Standard 2 | Performing, alone and with others, a varied repertoire of music |
Standard 3 | Reading and notating music |
Standard 4 | Improvising melodies, variations, and accompaniments |
Standard 5 | Composing and arranging music within specific guidelines |
Standard 6 | Listening to, analyzing, and describing music |
Standard 7 | Evaluating music and music performances |
Standard 8 | Understanding relationships between music, the other arts, and disciplines outside the arts |
Standard 9 | Understanding music in relation to history and culture |
Standard 10 | Moving, alone and with others, to a variety of music |
South Carolina Standards for Music Education
Standard 1 | The student will sing and perform on instruments, alone and with others, a variety of music. |
Standard 2 | The student will improvise, compose, and arrange music within specific guidelines. |
Standard 3 | The student will read and notate music. |
Standard 4 | The student will listen to, describe, analyze, and evaluate music and music performances. |
Standard 5 | The student will examine and perform music from a variety of stylistic and historical periods and cultures. |
Standard 6 | The student will make connections between music, other arts disciplines, other content areas, and the world. |