Rationale
The Douglas Music Curriculum provides a comprehensive and developmentally appropriate collection of musical selections and activities for educating students as life long learners. On completion of this curriculum, students should develop an appreciation for music as a vital and necessary component for a culturally enlightened citizen. To fulfill the Districtís Mission Statement of preparing all students to meet the challenges of a changing world, this curriculum is designed to enhance individual self-esteem and produce active artists in our society.

District Goals:
A life long learner who expresses ideas effectively through various mediums and uses various strategies and processes to accommodate a variety of learning needs and circumstances.

A culturally enlightened contributor who values the traditions and heritages of a society, appreciates and respects the contributions, throughout history, of cultural and artistic diversity in our society, and seeks out and participates in multi-cultural activities.
 

Standards:

The music program will include experiences so that the learner will:

A. understand and use music as a means for creative self-expression and interpersonal communication.

B. understand the elements and styles used in musical composition and performance.

C. understand the relationship between music and history, culture, and society.

D. demonstrate a capacity for critical and sensitive response to various music experiences.

Curriculum Statements:

Kindergarten - Theory

At the end of kindergarten, students will:
1. respond to and perform a steady beat through body movement, playing non- pitched instruments, and singing.
2. distinguish beat from rhythm through singing, listening, and performing on pitched and non-pitched instruments.
3. distinguish between sound and silence through demonstration.
4. play, sing or perform on instruments: songs incorporating the concepts of:
a. fast/slow
b. long/short
c. high/low
d. up/down
e. loud/soft
5. sing and speak using his/her correct singing and speaking voice.
6. sing matching tones using a minor third. (sol-mi)
7. play simple accompaniments on:
a. pitched instruments
b. non-pitched instruments
8. sing songs using repeated words and phrases
9. sing call and response and echo songs
10. sing and play songs with AB and ABA form.
11. identify by sight, several instruments that have been played during the year.
12. aurally and visually experience inner hearing skills.
13. visually and aurally recognize melodic direction.
14. interpret expressiveness through movement.

Kindergarten - History

1. appreciate and identify songs containing:
a. oral directions
b. seasons
c. whether
d. placement words
e. body parts
f. holiday
g. other social aspects
2. appreciate and identify songs from other cultures
3. appreciate and identify various musical concepts through the use of songs which contain mathematical and scientific concepts.
4. appreciate selected poetry, dramatizations, and folk tales.
5. appreciate the many styles of songs.
6. demonstrate a feeling and valuing for the music to which they have been exposed.
 

Kindergarten-performance

1. perform through playing and singing, songs containing:
a. steady beat
b. sound and silence
c. fast and slow
d. long and short
e. high and low
f. up and down
g. loud and soft
2. perform songs using their singing and or speaking voice
3. perform by playing, singing, moving to songs containing minor thirds
4. perform in group and individual settings
5. play simple accompaniments on pitched and non-pitched instruments
6. sing songs using like words and phrases
7. sing, call, and response with echo songs
8. perform in group settings songs containing AB and ABA form

Curriculum Statements:

First Grade-Theory
At the end of first grade students will:
1. demonstrate by playing or singing a steady beat.
2. sing and play songs containing:
a. fast/slow
b. long/short
c. high/low
d. up/down
e. loud/soft
3. read, clap, and play rhythm patterns using:
a. quarter notes
b. quarter rests
c. eighth notes
4. sing, clap and play songs and chants with double and triple meters.
5. demonstrate the range of possibilities of the singing and speaking voice through:
a. singing
b. chanting
c. speaking
6. distinguish the direction of a melody through singing or playing.
7. sing and play songs containing steps and leaps.
8. show tone matching of a minor third through:
a. singing
b. playing
9. play and sing songs containing ìLaî.
10. sing and play songs using the two - line staff.
11. identify sol, mi, and la on the two - line staff.
12. sing and play simple improvisation experiences.
13. sing and differentiate between solo and chorus.
14. sing and play accompaniments containing:
a. speech ostinato
b. vocal ostinato
c. instrumental ostinato with chord bordun
15. sing and visually recognize like and unlike phrases.
16. sing and play songs using forms such as:
a. AB
b. ABA
c. ABACA(rondo)
17. identify by naming and playing different instruments from throughout the year.
18. play and sing songs using the concepts of louder and softer.
19. aurally and visually demonstrate inner hearing skills.

First Grade-History

1. identify nursery rhymes, numbers, holidays, cultures, and various other aspects through the use of the steady beat.
2. identify sound and silence through songs and chants integrating:
a. maps
b. the human body
c. numbers
d. animals
e. alphabet
f. holidays
g. other various aspects
3. identify songs and chants containing math concepts through the use of:
a. quarter notes
b. quarter rests
c. eighth notes
4. identify music other cultures through the playing and singing of selected musical pieces.
5. perform songs and activities of selected holidays of this and other countries.
6. visually and aurally identify various instruments by performance.
7. demonstrate the skill of inner hearing through:
a. playing
b. listening
c. singing

First Grade-Performance

1. perform the steady beat through the use of instruments and vocal activities.
2. perform singing and speaking activities containing:
a. fast/slow
b. long/short
c. high/low
d. up/down
e. loud/soft
3. perform songs and chants containing:
a. quarter notes
b. quarter rests
c. eighth notes
4. perform in concert songs containing double and triple meter.
5. perform songs containing parts for the chanting and singing voice.
6. perform songs containing steps and leaps.
7. perform songs containing sol, mi, and la.
8. perform simple improvisation activities through singing and playing

Curriculum Statements:

Second Grade - Theory
At the end of second grade students will:
1. demonstrate by playing or singing a steady beat.
a. long/short
b. fast/slow
c. sound/silence
b. beat/no beat
e. beat/rhythm
f. loud/soft
2. read, hear,and play simple rhythm pattern combinations of:
a. quarter notes
b. quarter rests
c. eighth notes
d. half notes
e. half rests
f. whole notes
g. whole rests
3. distinguish between double and triple meter through visual and aural music activities.
4. aurally and visually experience inner hearing skills.
5. demonstrate his/her singing voice with emphasis on good tone quality.
6. recognize both aurally and visually:
a. high/low
b. upward/downward melodic direction
c. same/different melodic phrases
d. repeated tones
e. steps and leaps
7. experience singing:
a. sol
b. mi
c. la
e. do
f. re
8. demonstrate vocal, instrumental improvisations.
9. recognize solo and chorus through singing, playing, and moving.
10. sing and play accompaniments containing:
a. speech ostinato
b. body ostinato
c. vocal ostinato
d. instrumental ostinato (broken bordun)
11. aurally and visually recognize repetition and contrast in singing, playing, and movement.
12. sing, play and move to different forms:
a. call and response
b. AB
c. ABA
d. ABACA (rondo)
13. aurally identify tone color/timbre.
14. identify classroom instruments.
15. analyze how music is written.

Second Grade - History
1. identify the steady beat through different styles of music, as well as classroom subject matter used.
2. use music theory as a knowledge tool that can be applied to singing and playing of selected instruments.
3. identify or perform music of different styles from selected cultures that have been integrated into classroom subjects such as:
a. reading
b. math
c. science
d. social studies
e. health
f. geography
4. understand music skills and apply them to selected pieces of music.
5. demonstrate self-esteem through a musical performance
6. use song stories to create and develop music skills.
7. identify different music forms.
a. AB
b. ABA
c. ABACA(rondo)
8. explain in simple terms the historical background of Orff instruments.

Second Grade -Performance
1. perform rhythmic steady beat skills through the use of:
a. body percussion
1. snap
2. clap
3. pat
4. stamp
b. un -pitched percussion
1. drum
2. shakers
3. striker
4. other instruments
c. pitched percussion
1. xylophone
2. glockenspiel
3. metallophone
d. vocal activities
1. singing
2. chants
3. solos
4. small groups
2. perform various rhythmic patterns and song through:
a. body percussion
1. snap
2. clap
3. pat
4. stamp
b. un -pitched percussion
1. drum
2. shakers
3. striker
4. other instruments
c. pitched percussion
1. xylophone
2. glockenspiel
3. metallophone
d. vocal activities
1. singing
2. chants
3. solos
4. small groups
3. perform simple rhythm pattern combinations through:
a. body percussion
1. snap
2. clap
3. pat
4. stamp
b. un -pitched percussion
1. drum
2. shakers
3. striker
4. other instruments
c. pitched percussion
1. xylophone
2. glockenspiel
3. metallophone
d. vocal activities
1. singing
2. chants
3. solos
4. small groups
4. perform double and triple meter through:
a. body percussion
1. snap
2. clap
3. pat
4. stamp
b. un -pitched percussion
1. drum
2. shakers
3. striker
4. other instruments
c. pitched percussion
1. xylophone
2. glockenspiel
3. metallophone
d. vocal activities
1. singing
2. chants
3. solos
4. small groups
5. perform through classroom experiences:
a. solo
b. small groups
c. music programs
6. perform echo singing:
a. solo
b. small groups
7. perform by singing, playing, and moving in music class, programs and assemblies.
8. perform tone matching by singing songs with sol, mi, la, do and re.
a. solo
b. small groups
9. perform through individual and group participation of:
a. voice
b. body movement
c. non-pitched
d. pitched instruments
10. perform as a soloist and chorus via singing, playing and moving in music class as well as music programs.
11. perform through speech, body percussion, vocal and instrumental.
12. perform through voice, instruments and movement.
13. perform through voice, instruments and movement in music class, programs and assemblies.
14. perform on instruments such as:
a. non-pitched
1. wood
2. metal
3. skins (drum)
b. pitched
1. xylophones
2. glockenspiels
3. metallophones
c. others
1. keyboard
2. hand chimes

Third Grade - Theory
At the end of third grade students will:
1. demonstrate by playing, singing, or moving to a steady beat.
2. sing and play songs containing:
a. long/short
b. fast/slow
c. sound/silence
d. beat/no beat
e. beat/rhythm
f. loud/soft
g. loud/soft
h. crescendo/decrescendo
i. legato/staccato
3. read, sing and play rhythmic pattern combinations of:
a. quarter notes
b. quarter rests
c. eighth notes
e. half notes
f. half rests
g. dotted half notes
h. whole notes
i. whole rests
4. aurally and visually experience inner hearing skills.
5. aurally and visually identify music of double and triple meter.
6. sing and play the following music symbols:
a. tie
b. fermata
7. continue developing his/her singing voice with emphasis on intonation.
8. recognize aurally and visually the following:
a. high/low
b. upward/downward melodic direction
c. same/different melodic phrases
d. repeated tones, steps and leaps
9. continue singing experiences with solfege:
a. do
b. re
c. mi
d. sol
e. la
f. high do
g. high ti
e. high fa
10. read, write, sing, and play treble clef notation for soprano recorders:
a. B
b. A
c. G
11. continue simple experiences with vocal, instrumental and movement improvisations.
12. sing, play, and move in rounds and canons.
13. sing and play accompaniments containing:
a. speech ostinato
b. body ostinato
c. vocal ostinato
e. instrumental ostinato(crossover bordun)
14. aurally (tone color/timbre) and visually identify the music class instruments
15. aurally and visually identify the string family.
16. aurally and visually recognize melodic and rhythmic phrases.
17. sing, play and move to different kinds of form:
a. AB
b. ABA
c. AABA
d. ABACA (Rondo)
e. Coda
f. Introduction
g. Interlude
18. recognize visually the repeat signs and D. C. all fine.

Third Grade - History
1. identify the various styles of music:
a. folk
b. classical
c. spiritual
e. patriotic
f. traditional nursery rhymes
g. pop
h. cultures
i. holidays
j. math facts
k. history data
l. geography
2. identify sound and silence of music by integrating:
a. folk
b. classical
c. spiritual
e. patriotic
f. traditional nursery rhymes
g. pop
h. cultures
i. holidays
j. math facts
k. history data
l. geography
3. demonstrate math value of:
a. eighth
b. quarter
c. half
d. whole
4. identify the many music styles and cultures depicting double and triple meter.
5. aurally appreciate voice style and ranges.
6. identify various selections for.
a. music style
b. cultures
c. seasons
d. holiday
e. careers
f. creatures
g. classroom subjects
7. aurally identify the four types of recorders through selected listening pieces from our texts and recordings.
a. soprano
b. alto
c. tenor
d. bass
8. do selected poetry, dramatizations, and folk tales, as we as create their own music improvisation piece of four measures.
9. experience the many song style, cultures and holiday traditions.
10. experience the wide range of subject matter correlated for classroom integration.
11. understand the quality of music instruments used in todayís music classes.
12. learn of the historical significance of Carl Orff (creator of the Orff instruments)
13. review a film, such as, ìMelodyî which enhances self-esteem through making music with the brass, woodwind, percussion and string families. Identify selected pieces of world famous classics.
16. explain parts of music is composition.
17. identify styles of music using the forms.
a. AB
b. ABA
c. AABA
d. ABACA (Rondo)
e. Coda
f. Introduction
g. Interlude

Third Grade - Performance
1. perform the steady beat through vocal activities, movement, and instruments (pitched and non -pitched).
2. perform through speaking, singing, moving, and playing instruments in the music class and in programs.
3. perform rhythmic combinations through singing, playing, and body movement in music and in programs.
4. perform through music classroom experiences(individually and in group) and music programs.
5. perform double and triple meter through:
a. speaking
b singing
c. moving
d. body percussion
e. non-pitched instruments
f. pitched instruments
6. perform through singing and playing of songs
7. perform echo singing
a. solo
b. group
8. perform in music class, programs, assemblies by:
a. singing
b. playing
c. moving
9. perform tone matching of songs with solfege:
a. individual
b. groups
10. perform individually and with groups on:
a. pitched instruments
b. non -pitched instruments
c. recorders
11. perform through individual and group participation of:
a. voice
b. body movement
c. non-pitched
d. pitched instruments
12. perform in small group settings within:
a. music class
b. programs
c. assemblies
13. perform through:
a. speech
b. body percussion
c. vocal
d. non-pitched instruments
e. pitched instruments
14. perform non-pitched instruments
a. woods
b. metal
c. drum
15. perform pitched instruments
a. xylophones
b. glockenspiels
c. metallophones
d. hand chimes
e. recorders
f. keyboards
16. observe and hear performance through the medium of:
a. film
b. recordings
c. video
d. computer
17. sing and play as needed.
 

FOURTH GRADE: THEORY

At the end of Fourth Grade, students will:

1. demonstrate a steady beat while playing or singing songs containing:
a. long/short
b. fast/slow
c. sound/silence
d. beat/meter
e. loud/soft
f. crescendo/decrescendo
g. legato/staccato
h. accent
2. read, sing, and play the rhythmic pattern combinations of:
a. quarter notes/rests
b. eighth notes/rests
c. sixteenth notes/rests
d. half notes/rests
e. dotted half notes
f. whole notes/rests
3. demonstrate inner hearing and listening skills.
4. demonstrate double and triple meter through conducting.
5. sing with an emphasis on intonation.
6. aurally demonstrate recognition of
a. high/low
b. upward/downward melodic direction
c. same/different melodic phrases
d. repeated tones, steps and leaps
7. read treble clef notation and play general range for soprano recorder.
8. sing rounds and canons.
9. sing and play accompaniments containing:
a. speech ostinato
b. vocal ostinato
c. instrumental ostinato
10. identify music class instruments aurally and visually.
11. identify band instruments aurally and visually.
12. identify string family instruments aurally and visually.
13. identify melodic and rhythmic phrases aurally and visually
14. sing and play using the following forms:
a. AB
b. ABA
c. AABA
d. rondo
15. identify aurally the musical symbols: repeat signs and D.C. al Fine
16. sing partner songs and songs with descants and counter melodies

Fourth Grade - History/Appreciation
 

l. identify the various styles (folk,classical,spiritual, patriotic,popular, holiday, multicultural) of music
2. identify double and triple meter in various styles of music.
3. identify four types of recorders while listening to selected pieces from our music series.
4. integrate study of American History into the study orff instruments
5. recognize selected pieces of classical music and musicians, as well as, local and national musicians.
6. recognize songs from music series texts and sheet music following standard notation symbols.

Fourth Grade - Performance

1. perform the steady beat through vocal activities and on instruments, both pitched and non-pitched.
2. perform in double or triple meter by speaking, singing, and playing, individually and in groups.
3. perform, individually and in groups, on soprano recorders and other pitched instruments
4. perform, individually and in groups, through speech, body percussion, and non-pitched rhythm instruments.
5. identify different historical periods through the medium of video, film, recordings and computers.
6. perform vocally and instrumentally in music class programs and assemblies.

Fifth Grade - Theory

At the end of fifth grade students will:

1. demonstrate a steady and syncopated beat by playing and singing;
a. long/short
b. fast/slow
c. sounds/silence
d. loud/soft
e. crescendo/decrescendo
f. legato/staccato
g. accented music notation
2. read, sing and play the rhythmic pattern combinations of:
a. quarter notes/rests
b. eighth notes/rests
c. half notes/rests
d. dotted half notes
e. whole notes/rests
f. dotted quarter and dotted eighth notes/rests
3. demonstrate inner hearing and listening skills to include preadult level appreciation skills.
4. demonstrate music of double and triple meter through conducting.
5. demonstrate development of his/her singing voice with emphasis on intonation, rhythm and harmony.
6. demonstrate recognition aurally and visually of:
a. high/low
b. upward/downward melodic direction
c. same/different melodic phrases
d. repeated tones, steps and leaps
7. read, write, sing and play according to ability, all treble and bass clef notation.
8. read and play general range for soprano recorder.
9. sing rounds and canons.
10. sing and play accompaniments containing:
a. speech ostinato
b. vocal ostinato
c. instrumental ostinato.
11. identify music class instruments aurally and visually.
12. identify string family instruments aurally and visually.
13. recognize visually repeat signs and DC al Fine.
14. recognize AB, ABA, AABA, Rondo forms, as well as, coda, introduction and interlude sections of music while singing and playing .
15. demonstrate syncopation.
16. identify descants, counter melodies and partner songs.
17. recognize major and minor harmonies aurally.

Fifth Grade - History/Appreciation

1. identify the various styles (folk, classical, spiritual, patriotic, popular, cultural, holiday and historical) of music.
2. recognize the many music styles and cultures depicting double and
triple meter.
3. identify a variety of vocal and instrumental music
denoting music notation.
4. identify by listening, vocal and instrumental styles and ranges.
5. through various music selections identify self, holidays, seasons, and careers.
6. identify by observing and listening the recorder family through selected listening pieces from our music series text, videos and recording.
7. create their own music improvisation piece including notation skills as well as do selected poetry, dramatizations and folk tales.
8 understand the quality of musical instruments used in todayís music classes.
9. recognize the historical significance of classroom instruments and band instruments in relation to American history.
10. recognize selected pieces of world famous classics and international musicians, along with some local and national musicians.

Fifth Grade - Performance

1. perform the steady beat through vocal activities and instruments (nonpitched and pitched).
2. perform through speaking, singing, and playing instruments.
3. perform rhythmic combinations through singing and playing.
4. perform double and triple meter through speaking, singing, and playing.
5. perform in groups or individually through singing and playing songs in music class and programs.
6. perform on pitched instruments with particular emphasis on soprano recorder and band instruments.
7. perform on non-pitched (wood, metal and membrane) and pitched (xylophones, glockenspiels and metallophones, hand chimes, recorders and keyboards) instruments of Orff.
8. observe and hear performances relating to different historical periods through the medium of video, film and recording.
9. observe and hear performances regarding personal development through the medium of video.
 

Sixth Grade

At the end of Sixth Grade General Music, Students will be able to:

Theory

1. write and identify basic music notation.

History

1. write an explanation of basic music history.
2. recognize and appreciate a variety of musical styles
3. identify and recognize the instruments of the band and orchestra.
4. identify the four voices of a choir.

Performance

1. sing a variety of songs
2. sing using correct vocal technique.
3. perform on a recorder at a higher level of difficulty.

Middle School Chorus (6th, 7th, 8th)
Student participants will be able to:

Theory

1. sing and write simple music, simple theory, rhythms, notation; symbols for ms. terms, dynamics

History

1. perform diverse repertoire of literature.
2. write or discuss evaluation of performance.
3. sing and work in a cooperative manner.
4. sing with a stronger commitment to enjoyment in performances.
5. perform with correct concert etiquette
6. explain the historical significance of music performed.
7. respond to music performed and heard

Performance

1. use correct skills to perform.
(Breath support, vowel pronunciation, posture- standing & sitting
2. sing with correct musicianship. (phrasing, blend, expression, and note reading.)
3. sing & dance to music.?

DOUGLAS MIDDLE SCHOOL
INSTRUMENTAL MUSIC CURRICULUM

SPECIFIED OBJECTIVES

The Instrumental Music Curriculum affords the student the opportunity for progressive musical achievement. music concepts, organizational pride and esprit de corps are stressed to achieve maximum growth.

1. Students will participate in concert, solo, and small ensemble experiences.
2. Students will learn standard musical terms, notation, nuances, and data relevant to performance of programmed literature.
3. Students will be exposed to critique of solo and small ensemble literature at music contest.

SPECIFIED STUDENT OBJECTIVES

The student at the end of each designated grade will demonstrate a working knowledge in theory and performance of:

6th Grade:
1. major scales in concert Bb and F
2. terminology relative to performances
3. rhythms relative to performances
4. key signatures relative to performances
5. meter signatures relative to performances
 

7th Grade:
1. chromatic scale
2. major scales in concert Bb, F. and C
3. rhythms relative to performances
4. key signatures relative to performances
5. meter signatures relative to performances
6. common musical nuances intonation in unison

8th Grade:
1. chromatic scale
2. major scales in concert Bb, F. Ab, C, and Eb
3. terminology relative to performances
4. rhythms relative to performances
5. key signatures relative to performances
6. meter signatures relative to performances
7. common musical nuances
8. intonation by intervals

Course Content will include:
l. written material will include standard terms, notation, and data relevant to programmed literature.
2. performance material will include literature in the styles of popular, contemporary, seasonal, musicals, classical, jazz and novelty selections as programming and ability levels permit.
3. standards for discipline and etiquette in music rehearsal and performance settings will be established and expected at all times.
Course Evaluation will include:

l. written materials will be introduced and reinforced in rehearsal content. A minimum of two exams per quarter will be administered and recorded with a value of 25% toward the composite grade.
2. behavior, attitude and participation will be given a value of 25% toward the composite grade.
3. performance materials in both rehearsal and concert are the major area of evaluation and comprise 50% toward the composite grade.

Criteria for passing the course will include:

To pass band class, a student must achieve a minimum average in the combined 3 areas outlined below.
l. Written materials
2. Behavior, attitude and participation
3. Performance materials

Percentages for grade levels as prescribed by Douglas Middle School are as follows:
A 100%-93%
B 92%-86%
C 85%-78%
D 77%-70%
U 69%- below

HIGH SCHOOL MUSIC CURRICULUM:

Students who complete courses in high school band (9-12) will be able to:

1. play major and minor scales recommended by SDHSAA
(All-State Band Book of Scales)
2. perform one and two octave chromatic scales
3. play and write music at a medium/average theory level
4. demonstrate more complex aural and improvisational skills through playback and theory activities
5. perform a diverse repertoire of literature
6. write and verbalize evaluations of musical performances
7. explain the historical backgrounds/significance of various literature
8. perform using correct concert etiquette
9. play with a stronger commitment to/enjoyment in performing well
10. respond to music performed and heard
11. perform using correct skills
12. play with improved skill in musicianship
13. perform at increasing levels of ability through required lessons
14. play in a variety of performances (pep, concert, solo, ensemble)
15. play and learn in a cooperative work setting
 

Students who complete courses in high school jazz band (9-12) will be able to:

1. play all major scales in circle of fifths
2. play minor scales recommended by SDHSAA (All-State Book of Scales)
3. play blues scales in C, F, B-flat
4. outline blues scale chords on instrument
5. play improvised solo on instrument
6. sing and play short phrases back to instructor
7. write out a tune for instrument
8. perform a diverse repertoire of literature
9. write and verbalize evaluations of musical performances
10. explain the historical backgrounds/significance of various literature
11. perform using correct concert etiquette
12. play with a stronger commitment to/enjoyment in performing well
13. anesthetically respond to music performed and heard
14. perform using correct skills
15. play with improved skill in musicianship
16. perform at increasing levels of ability
17. play in a variety of performances
18. perform music stylistically correct
19. play and learn in a cooperative work setting
 

Students who complete courses in high school chorus (9-12) will be able to:

1. sing and write music at a medium/average. theory level
2. demonstrate more complex aural and improvisational skills through theory and rote singing activities
3. perform diverse repertoire of literature
4. write and verbalize evaluations of musical performances
5. perform using correct concert etiquette
6. explain the historical backgrounds/significance of various literature
7. respond to music performed and heard
8. sing with a stronger commitment to/enjoyment in performing well
9. perform using correct skills
10. sing with improved skill in musicianship
11. perform at increasing levels of ability
12. perform music stylistically correct
13. sing and dance to music when appropriate
14. sing and learn in a cooperative work setting