Activity #5:

• Students will improvise in pentatonic scale using created rhythm.

Activity #8:

• Students will use local Hawaiian names and terms to represent their neighborhood community by creating four 4-measure chants in standard notations (quarter note, pair-eighth, 16th, and half notes).

Activity #5:

• Students will explore and create different rhythmic patterns using quarter notes, paired eighth and half notes in simple duple meter, and refine and evaluate their performances using rubrics.

Activity #9:

• Students will be able to perform and explain how selected music connects to and is influenced by specific cultural interests, purposes, or contexts. (Doraji)

Activity #10:

• Students will be able to perform and explain how the selection of music to perform is influenced by personal interest, social context, and purposes. (We Shall Over Come)

Activity #12:

• Students will explain how responses to music are informed by the structure, the use of the elements of music, and social and cultural context.  (Doraji, Kāhuli Aku)

Activity #13:

• Students will recognize performers’ interest in and knowledge of musical works, understanding of their technical skills, and the context for a performance influence the selection of repertoire. (Symphony of the Hawaiian Birds)

Activity #1:

• Students will be able to notate notes, C, D, E, and G on the staff; and identify different and same phrases. (Mary Had a Little Lamb)
• Students will be able to identify rhythm when hearing one and two sounds in one (Samoan Sasa)

Activity #2:

• Students will identify quarter, pair-eighth notes, repeat sign, simple duple meter. (Samoan Sasa)
• Students will identify quarter, and pair-eighth notes, and half notes; simple duple meter. (Mary had a little lamb)

Activity #4:

• Students will be able to notate notes, C, D, E, G, and A on the staff and identify stanza and ABA form. (Bobby McFerrin: Don't Worry, Be Happy)

Activity #7:

• Students will be able to identify half, dotted half, and simple triple meter. (Oh, How Lovely)

Activity #8:

• Students will be able to identify sixteenth notes). (Dalcroze activity & Waimānalo Warriors)

Activity #9:

• Students will be able to perform the solfege of low so, low la, do, re, mi, so la with hand signs. (Doraji)

Activity #10:

• Students will be able to identify dotted quarter and simple quadruple meter. (Do Re Mi, We Shall Over Come)

Activity #11:

• Students will explain how C major is transposed to the key of F.
• Students will be able to identity middle C (low so), note D, (low la), and note E (low ti) in the key of F major on the staff. (Doraji, Kāhuli Aku)

Activity #3:    

• Students will identify musical timbre through classical instruments families by sight (woodwind, brass, percussion, strings).

Activity #6:

• Students will respond to fast and slow, major and minor scales and explain how intent is conveyed through interpretive decisions and expressive qualities (tempo, tonalities, and style).

Activity 2:

• Students will be able to use provided rubric to evaluate the accuracy of notating quarter, pair-eighth notes, and half notes. (Mary had a little lamb)

Activity #7:

• Students will compare and provide feedback to evaluate the accuracy and expressiveness of the round. (Oh How Lovely)

Activity #9:

• Students will recognize and refine their performance over time through openness to new ideas to simple and compound meters. (Doraji in 3/4 and 9/8 meters)

Activity #10:

• Students will compare and provide feedback to evaluate the accuracy and expressiveness of the round. (Water Canon)

Activity #5:

• Students will recognize how performers form harmony by performing two different melodies simultaneously.

Activity #7:

• Students will recognize how harmony is formed by singers singing two different melodies simultaneously. (Do Re Mi; Oh, How Lovely)
• Students will perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation when singing the round (Oh, How Lovely)

Activity #8:

• Students will perform with others, with expression, technical accuracy, and appropriate interpretation. (Waimānalo Warriors)

Activity #11:

• Students will perform with others, with expression, technical accuracy, and appropriate interpretation. (Water Canon)

Activity #1:

• Students will be able to perform and demonstrate their roles, contributions, and importance of performing Samoan Sasa with the correct intent as a group.

Activity #6:

• Students will explain, citing evidence, how selected music connects to and is influenced by specific cultural interests, purposes, or contexts. (Re7.1)

Activity #13:

• Students will recognize composers' selection of musical works is influenced by their interests, experiences, understandings, and purposes through openness to new ideas, persistence, and the application of appropriate criteria. (Re: 7.1)

Activity #4:

• Students will explain how responses to music are informed by the structure, the use of the elements of music, and social and cultural context. (Don't Worry, Be Happy)
  

Activity #10:

• Students will identify and respond to the context of music from a variety of genres, cultures, and historical periods. (We Shall Overcome)

Activity #12:

•  Students will explain how responses to music are informed by the structure, the use of the elements of music, and social and cultural context.  (Doraji, Kāhuli Aku)

Activity #13:

• Students will identify how response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. (Symphony of the Hawaiian Birds)

Activity #9:

• Students will be able to demonstrate and explain how the music elements (such as tone colors) are used in performers’ and personal interpretations to reflect expressive intent. (Doraji)

Activity #13:

• Students will recognize various families of instruments and how the audience reacts with different moods and emotional feelings to the above elements. (Symphony of the Hawaiian Birds)

Activity #9:

• Students will be able to demonstrate and explain how the music elements (such as tone colors) are used in performers’ and personal interpretations to reflect expressive intent. (Doraji)

Activity #13:

• Students will recognize various families of instruments and how the audience reacts with different moods and emotional feelings to the above elements. (Symphony of the Hawaiian Birds)

Activity #8:

• Students will evaluate their peers and their Dalcroze activity movement performance by referring to the provided criteria.