Montague Township School District
Music Curriculum Guide
Kindergarten
2025-2026
Jody Taylor
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Description
The General Music curriculum for Grades K-2 develops students' musical literacy and fluency through four integrated artistic processes: Creating, Performing, Responding, and Connecting. Students compose and improvise rhythmic and melodic patterns, sing and play instruments with proper technique, analyze and evaluate musical works, and make meaningful connections between music and their personal experiences. Throughout the year, instruction emphasizes diverse composers, musicians, and performers, including those with disabilities, and incorporates varied musical genres and social contexts such as spirituals and protest songs.
Big Ideas
- Musicians develop creative ideas from a variety of sources and refine their work through feedback and persistence.
- Musical performance requires technique, expression, and understanding of the context in which music is presented.
- Response to music is informed by analyzing how creators and performers use musical elements to convey meaning.
- Musicians connect their personal interests, experiences, and knowledge across disciplines to inform their musical choices.
Essential Questions
- How do musicians generate creative ideas and make creative decisions?
- How do performers select repertoire and improve the quality of their performance?
- How do we discern the musical creators' and performers' expressive intent?
- How do musicians make meaningful connections to creating, performing, and responding?
Music - Connecting
Music - Creating
Music - Performing
Music - Responding
Students apply mathematical thinking through rhythmic patterns, counting beats, understanding meter and tempo, and analyzing musical structures that involve numeric relationships and spatial organization.
Students use language skills including listening comprehension, verbal expression, and descriptive vocabulary to discuss music, composers, and expressive intent. They engage in discussions and answer questions about musical elements using appropriate terminology.
Students explore sound as a physical phenomenon, investigate how different materials and vibrations produce music, and observe patterns in nature through musical expression and environmental awareness.
Students examine diverse musicians and composers from different cultures and historical periods, learn about social issues expressed through music including spirituals and protest songs, and develop understanding of cultural contributions and community connections.
Students are assessed across all units using a variety of formative, summative, and benchmark assessment methods. Assessment approaches include group work, projects, discussions, question and answer exchanges, teacher observation, and skill testing. Assessments are designed to measure students' ability to compose and improvise, perform with expression and accuracy, respond to music with appropriate terminology and personal interpretation, and demonstrate understanding of how music connects to other arts and daily life.
| Unit | Formative | Summative | Benchmark | Alternative |
|---|---|---|---|---|
| 01Creating | ✓ | ✓ | — | ✓ |
| 02Performing | ✓ | ✓ | ✓ | ✓ |
| 03Responding | ✓ | ✓ | — | ✓ |
| 04Connecting | ✓ | ✓ | ✓ | ✓ |
| Coverage | 4/4 | 4/4 | 2/2 | 4/4 |
| Unit | IEP | 504 | MLL | At-Risk | Gifted |
|---|---|---|---|---|---|
| 01Creating | ✓ | ✓ | ✓ | ✓ | ✓ |
| 02Performing | ✓ | ✓ | ✓ | ✓ | ✓ |
| 03Responding | ✓ | ✓ | ✓ | ✓ | ✓ |
| 04Connecting | ✓ | ✓ | ✓ | ✓ | ✓ |
| Coverage | 4/4 | 4/4 | 4/4 | 4/4 | 4/4 |