Fine Arts

Art
Music

Pre-Kindergarten

Concept	I Can ...
Line	I can recognize different types of lines.
Shape	I can recognize shapes.
Color	I can recognize and name colors.
Form	I can experiment with sculptural materials.
Texture	I can recognize what texture looks and feels like.
Value	I can describe the difference between light colors and dark colors.
Space	I can understand words about distance. I can understand words about location.

Kindergarten

Concept	I Can ...
Line	I can draw many types of line.
Shape	I can differentiate between lines and shapes.
Color	I can name the Primary colors in order to mix the Secondary colors.
Form	I can recognize 3-dimensional objects and build something new with them.
Texture	I can recognize and identify different types textures.
Value	I can describe how to make light and dark colors.
Space	I can use placement words (above, below, behind, in front) when creating my artwork.

Grade 1

Concept	I Can ...
Line	I can draw lines from observation I can name many types of lines.
Shape	I can recognize and describe many different geometric shapes.
Color	I can categorize the warm colors and cool colors.
Form	I can recognize a slab built sculpture.
Texture	I can use lines to create texture in my artwork. I can name textures in the word around me.
Value	I can experiment with creating different values of a color.
Space	I can describe the background of an artwork.

Grade 2

Concept	I Can ...
Line	I can articulate and recognize contour lines.
Shape	I can describe the difference between geometric and organic shapes.
Color	I can experiment with mixing colors.
Form	I can recognize a sculpture built using slabs and coils.
Texture	I can create my own textures in my artwork.
Value	I can use a variety of premade values in my artwork.
Space	I can use overlapping to show space in my artwork.

Grade 3

Concept	I Can ...
Line	I can utilize contour lines to create texture in my drawing. I can draw a portrait using contour lines.
Shape	I can create symmetry with shapes.
Color	I can name the tertiary colors and describe how to mix them. I can describe what a monochromatic color scheme is.
Form	I can recognize a sculpture created using pinch pots and coils.
Texture	I can differentiate between implied and actual texture.
Value	I can create tints and shades to use in my artwork.
Space	I can differentiate between the foreground and background in an artwork.

Grade 4

Concept	I Can ...
Line	I can draw a portrait using contour lines to emphasize the most important parts of the face.
Shape	I can create radial symmetry with a variety of shapes.
Color	I can describe the complementary color pairs. I can describe the analogous colors and how they differ from the complementary colors.
Form	I can create a 3-D paper sculpture. I can recognize a sculpture made with coil pots
Texture	I can incorporate texture into my artwork to make it look realistic.
Value	I can create a monochromatic composition.
Space	I can draw a landscape that includes foreground, middle ground, background, horizon line, and vanishing point.

Grade 5

Concept	I Can ...
Line	I can draw a contour line portrait. I can use lines to create Zentangles. I can use a variety of lines to create interest.
Shape	I can create figure drawings using shapes.
Color	I can use color to show emotion in my artwork.
Form	I can create a sculpture using a combination of building techniques.
Texture	I can use drawing techniques to create texture.
Value	I can shade forms to make them look 3-dimensional.
Space	I can describe the difference between positive and negative space.

Kindergarten

Concept	I Can ...
Rhythm	I can find the steady beat with the help of my teacher. I can recognize the steady beat in many different songs by myself. I can read non-standard notation to a chant. I can create and perform rhythms using non-standard notation.
Tonal	I can use my singing voice to make high and low sounds. I can match pitch in echo songs. I can sing the resting tone of a familiar song with teacher guidance. I can sing songs in various tonalities.
Form	I can demonstrate different sections of music through movement with teacher guidance. I can demonstrate different sections of music through movement with teacher guidance. I can demonstrate different sections of music through movement.
Movement	I can show awareness of my whole body versus parts of my body and self- versus shared-space. I can show awareness of quick and slow time through movement.  I can perform a variety of locomotor and non-locomotor movement.
Expression	I can understand loud and soft sounds and fast and slow sounds. I can understand loud and soft sounds and fast, medium, and slow sounds.  I can perform a familiar song in various tempos and dynamics. I can change both tempo and dynamics of a familiar song.
Timbre	I can differentiate between the voice and other instruments. I can differentiate between adult male and female voices.  I can identify triangle, tambourine, drums, guiro, claves, and xylophone by sight and sound.  I can identify triangle, tambourine, drums, guiro, claves, and xylophone by sight and sound.
Style	I can identify and perform a lullaby using appropriate style with teacher guidance.  I can compare and contrast different styles with teacher guidance.  I can perform a call and response song with appropriate style with teacher guidance.  I can perform a play party circle game with appropriate style with teacher guidance.
Texture	I can sing and play in a group. I can lead the class in an echo song with accurate tonality and rhythm.  I can perform  on an instrument with others.
Listening	I can explain listening etiquette and audience behavior.  I can apply appropriate instrument technique when playing an unpitched percussion instrument. I can analyze and critique class performances by listening.  (I can audiate simple songs.)

Grade 1

Concept	I Can ...
Rhythm	I can perform rhythms using quarter note and 2 eighth note combinations. I can recognize and perform the steady beat in many different songs, audiate different rhythmic patterns. I can apply syllables to chant various rhythm patterns.  (I can perform a rhythmic ostinato accompaniment.) I can create and perform rhythms using rhythm syllables.
Tonal	I can echo melodies sung by the teacher.  I can improvise a melody with teacher guidance.  I can sing simple songs by myself and with others.  (I can perform a melodic ostinato accompaniment.) I can improvise a melody with teacher guidance.
Form	I can identify same and different patterns or musical ideas.  I can identify and label simple patterns or sections of music using  letter labels.  I can identify and label simple patterns or sections of music using letter labels.  I can create a movement or body percussion composition that demonstrates two-part form.
Movement	I can identify same and different patterns or musical ideas.  I can listen to and analyze music to apply appropriate flow or weight.  I can listen to and analyze music to apply appropriate space or time.  (I can perform a Mexican folk dance.)  I can listen to and analyze music to apply appropriate flow, weight, space, and time.  (I can perform a simple circle dance.)
Expression	I can perform a familiar song in various tempos and dynamic levels. I can sing songs and play instruments at different tempos and dynamic levels.  I can lead the class in a familiar song using different tempos and dynamics levels. I can apply different tempos and dynamics to created music.
Timbre	I can identify male and female voices, as well as classroom percussion instruments by sight and sound. I can categorize instruments that belong to the percussion family, and identify violin, cello, and guitar by sight and sound.  I can categorize the viola, bass, and piano into the correct instrument family. I can classify instruments as belonging to the percussion family or string family by sound.
Style	I can perform a circle dance/game with appropriate style using teacher guidance. I can perform a variety of songs from different cultures.  I can perform folk dances with teacher guidance.   I can perform folk dances independently.
Texture	I can perform songs while simultaneously performing beat and beat divisions. I can perform songs while simultaneously performing beat and beat divisions.  I can perform on an instrument while singing.  I can sing while playing an instrument and while my teacher performs harmony or an ostinato.
Listening	I can describe and demonstrate active listening as an audience member in varied functions. I can describe and demonstrate active listening as an audience member in varied functions.  I can model appropriate technique, handling, and care of pitched and non-pitched classroom instruments.  I can model appropriate technique, handling, and care of pitched and non-pitched classroom instruments.

Grade 2

Concept	I Can ...
Rhythm	I can decode rhythms using quarter notes and two eighth notes by sight and sound.  I can decode, create and write rhythms using quarter notes and two eighth notes by sight and sound, and decode rhythms using dotted quarter notes and three eighth notes by sight and sound.  I can decode, create, and write rhythms using dotted quarter notes and three eighth notes by sight and sound.  I can perform, write and decode rhythms using quarter notes and two eighth notes, and dotted quarter notes and three eighth notes.
Tonal	I can sing a patriotic song. I can echo a melodic pattern sung by the teacher. (I can sing songs from other cultures.) I can decode tonal patterns using Do-Re-Mi by sight and sound. I can decode, create, write and perform songs in various Do-Re-Mi patterns.
Form	I can identify two sections in a song without teacher guidance. I can label the form of music in ABC or four-part form. I can arrange music in AB (ABA) form. I can create a movement or body percussion composition that demonstrates three-part form.
Movement	I can show flow, weight, time, and space with my movement in a variety of music.  I can perform a long set folk dance and a play party with teacher guidance.  I can perform a long set folk dance and a play party.   I can perform a circle folk dance with teacher guidance.  (I can analyze music and create movement to reflect the style of the music.)
Expression	I can differentiate between various tempos and dynamics levels. I can identify and perform songs with staccato and legato.  I can apply dynamic and tempo markings in written music and apply the markings to performance with teacher guidance. I can apply dynamic and tempo markings in written music and apply the markings to performance independently.
Timbre	I can identify male, female, and child voices by sound. (I can identify percussion and string instruments by sight and sound.) I can identify flute, clarinet, oboe, saxophone, and bassoon by sight and sound as part of the woodwind family. I can identify trumpet, french horn, trombone, and tuba by sight and sound as part of the brass family. I can categorize instruments into instrument families by sight and sound.
Style	I can perform a patriotic song with appropriate style and teacher guidance. I can describe the differences in style between an original composition and an arrangement. I can perform a spiritual independently.  I can recognize characteristics of an opera.
Texture	I can sing melody with the class while my teacher sings harmony. I can sing songs with instrument accompaniment.  I can sing songs as part of a small group.  I can sing partner songs.
Listening	I can decode a rhythm pattern in a composition that uses quarter notes and two eighth notes in 2/4 time signature. I can decode a rhythm pattern in a composition that uses dotted quarter notes and three eighth notes in 6/8 time signature. I can decode a tonal pattern in a composition using Do-Re-Mi. I can describe how music helps tell the story of an opera.

Grade 3

Concept	I Can ...
Rhythm	I can decode rhythms using quarter notes, two eighth notes, and quarter rest by sight and sound. I can decode, create, and write rhythms using quarter notes, two eighth notes, and quarter rest by sight and sound, and decode rhythms using dotted quarter notes, three eighth notes, and quarter-eighth note patterns by sight and sound. I can decode, create, and write rhythms using dotted quarter notes, three eighth notes, and quarter-eighth note patterns by sight and sound. I can decode half rest and whole rest by sight and sound.
Tonal	I can decode, create, write, and perform songs using Do-Re-Mi from sight and sound. I can decode tonal patterns using Do-Re-Mi-Sol from sight and sound and identify notes on the treble clef staff.  I can decode, create, and write tonal patterns using Do-Re-Mi-Sol from sight and sound.
Form	I can describe and label rondo form. I can identify and label an introduction and coda in a piece of music by sight and sound with teacher guidance. I can perform music from sight that has a first and second ending.  I can perform music with a D.C. al Fine from sight.
Movement	I can analyze music and create movement to reflect the style of the music with teacher guidance.  I can analyze music and create movement to reflect the style of the music independently. I can perform a folk dance in a circle formation with teacher guidance. I can perform folk dances with minimal teacher guidance.
Expression	I can identify and perform crescendo and decrescendo in a piece of music. I can identify and perform an accelerando and ritardando in a piece of music. I can apply crescendo and decrescendo markings in written music. I can apply accelerando and ritardando markings in written music.
Timbre	I can label duets, trios, and quartets by sight. I can identify band, chorus, and orchestra ensembles by sight and sound. I can identify bass and soprano voices by sound. I can identify tenor and alto voices by sound.
Style	I can describe the use of folk melodies in Aaron Copland's Simple Gifts.  I can describe the differences in style between an original composition and an arrangement. I can recognize characteristics of a ballet. I can recognize characteristics of a musical.
Texture	I can perform a 2- part canon with my teacher. I can perform a canon as part of a small group.  I can perform 3- part partner songs.  I can perform a 2-part canon.
Listening	I can decode a rhythm pattern in a composition that uses quarter notes, two eighth notes, and quarter rests in 2/4 time signature. I can decode a rhythm pattern in a composition that uses dotted quarter notes, three eighth notes, quarter-eighth note in 6/8 time signature. I can decode a tonal pattern in a composition using Do-Re-Mi-Sol. I can use music terminology to describe a variety of music styles.

Grade 4

Concept	I Can ...
Rhythm	I can decode rhythms using quarter notes, two eighth notes, quarter rest, and half note by sight and sound. I can decode, create, and write rhythms using quarter notes, two eighth notes, quarter rest, and half note by sight and sound, and decode rhythms using dotted quarter notes, three eighth notes, quarter-eighth note, and dotted quarter rest by sight and sound. I can decode, create, and write rhythms using dotted quarter notes, three eighth notes, quarter-eighth note, and dotted quarter rest by sight and sound. I can compose a drumming ensemble piece using traditional notation.
Tonal	I can identify and play treble clef notes on the recorder. I can decode, perform, and create tonal patterns using solfege syllables and traditional notation. I can decode tonal patterns using Do-Re-Mi-Sol-La from sight and sound. I can decode, create, and write tonal patterns using Do-Re-Mi-Sol-La from sight and sound.
Form	I can identify theme and variation form in a piece of music. I can identify D.C. al Coda form in a piece of music. I can identify the characteristics of a symphony. I can compose music for percussion using a recognizable form.
Instrument Study	I can play songs using the notes B, A, and G on the recorder. I can compose a song for recorder using the notes B, A, and G. Continue Recorder – Notes B, A, G, C, D, D, E, Middle C I can perform songs on the recorder that use notes from Middle C to D5. I can collaboratively create a drumming ensemble piece in the style of an African drumming circle.
Expression	I can apply expressive techniques such as dynamics, tempi, and articulations in music performance. I can apply expressive techniques such as dynamics, tempi, and articulations on recorder. I can perform music with a drumming ensemble using varied dynamics, tempi, and articulations.
Timbre	I can categorize instruments into the correct instrument family by sight and sound. I can label and categorize instruments into the correct instrument family by sound. I can identify personal preference by differentiating between two timbres. I can identify and label instruments in an African drumming ensemble by sight and sound.
Style	I can perform a reel. I can identify the characteristics of a piece of music in the jazz style. I can identify characteristics of Beethoven’s music. I can identify characteristics of African drumming ensembles.
Texture	I can sing a canon in 2 or more parts. I can perform a canon with an instrumental ostinato. I can perform a four-part canon while others perform an instrumental or vocal ostinato.
Listening	I can identify and perform the Star Spangled Banner. (I can decode a rhythm pattern in a composition that uses quarter notes, two eighth notes, quarter rests, and half notes in 2/4 time signature.) I can analyze characteristics of the musical piece, Rhapsody in Blue. I can analyze characteristics of the musical pieces Ode to Joy and Symphony 5 by Beethoven. I can compare and contrast various world drumming ensembles.

Which band/orchestra/chorus do I belong to?

5th Grade Only

Charles County Public Schools has two Elementary All-County bands, orchestras and choirs. Once nominated, the student participates in the band, orchestra, choir based upon the school he/she attends, using Route 301 as the divide for an east side and a west side group. School assignments are listed below. Please follow the appropriate schedule.

East Side	West Side
Dr. Gustavus Brown	C. Paul Barnhart
Dr. Thomas L. Higdon	Berry
Malcolm	Dr. James Craik
T.C. Martin	William A. Diggs
Matula	Gale-Bailey
Arthur Middleton	Indian Head
Walter J. Mitchell	Daniel of St. Thomas Jenifer
Dr. Samuel A. Mudd	Mt. Hope/Nanjemoy
Mary Burgess Neal	J.C. Parks
J.P. Ryon	William B. Wade
Eva Turner

Musical Instruments Available

Local Music Stores

Island Music Company
403 Charles Street
La Plata, MD 20646
301-392-3960
https://islandmusicco.com/

Music & Arts
3035 Festival Way
Waldorf, MD 20601
301-396-9336
https://stores.musicarts.com

Elementary Program of Studies

Fine Arts

Art

Artistic Concepts

Pre-Kindergarten

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Music

Musical Concepts

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Which band/orchestra/chorus do I belong to?

5th Grade Only

Local Music Stores