Scope & Sequence Explorer
Browse CA VAPA skills by grade across Music, Dance, and Theater. Click any skill to see connections.
Grade:Strand:
Kindergarten
| Std | Skill | Priority | Strand |
|---|---|---|---|
| 1.1 | Identify, read, perform and create quarter note | Must Cover | Rhythm |
| 1.1 | Identify, read, perform and create quarter note rest | Must Know | Rhythm |
| 1.2 | Listen and express basic elements: high, low, fast, slow, loud, soft and beat | Nice to Know | Rhythm |
| 2.1 | Echo sing and copy-cat sing | Not So Important | Perform |
| 2.2 | Sing nursery rhymes and simple songs from memory | Nice to Know | Perform |
| 2.3 | Play with dynamics — loud and soft | Nice to Know | Create |
| 2.3 | Play beat with and without various melodies | Nice to Know | Rhythm |
| 2.3 | Perform various tempos | Nice to Know | Perform |
| 2.3 | Experience melodic direction | Not So Important | Melody |
| 3.1 | Listen and discuss music for occasions and daily life | Nice to Know | Culture |
| 3.2 | Sing and play simple singing games — multicultural | Nice to Know | Perform |
| 3.3 | Use elements to discuss sounds and tones from diverse cultures | Not So Important | Culture |
| 3.4 | Experience Multicultural Dance | Must Know | Culture |
| 4.1 | Create movements to various genres | Must Cover | Create |
| 4.2 | Identify music for purposes and occasions (lullaby, etc.) | Nice to Know | Respond |
| 4.2 | Provide peer and self feedback | Nice to Know | Respond |
| 5.1 | Experience storytelling through music and other art forms | Must Cover | Connect |
| 5.2 | Identify and discuss artist's motivation for creating | Not So Important | Respond |
| 5.2 | Identify personal preferences | Not So Important | Respond |
Grade 1
| Std | Skill | Priority | Strand |
|---|---|---|---|
| 1.1 | Identify, read, perform and create quarter note | Must Cover | Rhythm |
| 1.1 | Identify, read, perform and create quarter rest | Must Cover | Rhythm |
| 1.1 | Identify, read, perform, and create paired eighth notes | Must Cover | Rhythm |
| 1.0 | Identify staff structure | Must Know | Melody |
| 1.0 | Introduce treble spaces | Nice to Know | Melody |
| 1.0 | Know musical alphabet | Not So Important | Respond |
| 1.0 | Hear and recognize visually melodic direction on staff | Nice to Know | Melody |
| 1.0 | Describe and demonstrate dynamics: pp, p, f, ff | Must Know | Respond |
| 1.0 | Demonstrate and describe tempo: Allegro and Largo | Must Know | Respond |
| 1.2 | Sing and recognize AB form, Verse and Chorus | Nice to Know | Melody |
| 1.2 | Echo sing, question and answer sing | Must Know | Melody |
| 1.3 | Identify 4 instrument families by sight | Nice to Know | Melody |
| 1.3 | Categorize instruments by family | Nice to Know | Melody |
| 2.1 | Match pitch — 1 octave range | Nice to Know | Melody |
| 2.2 | Sing songs by memory | Must Know | Perform |
| 2.2 | Perform with proper etiquette | Must Cover | Perform |
| 2.3 | Play and create simple percussion accompaniments | Must Cover | Create |
| 3.1 | Be aware of and discuss music and instruments of different cultures | Nice to Know | Culture |
| 3.2 | Listen and dance to music of diverse cultures | Must Know | Culture |
| 3.4 | Move appropriately to music including culturally diverse music | Must Cover | Culture |
| 4.0 | Experience the difference in meters 3/4, 4/4 | Must Cover | Respond |
| 4.0 | Realize composers use different elements to convey ideas | Must Know | Create |
| 4.2 | Discuss moods and ideas in music | Nice to Know | Respond |
| 4.2 | Major vs. Minor sounds | Nice to Know | Melody |
| 5.1 | Identify places people hear music | Not So Important | Connect |
| 5.1 | Communicate how music and the arts personally affect students' lives | Nice to Know | Connect |
| 5.1 | Identify personal preference and why | Nice to Know | Respond |
| 5.1 | Recognize progress through practice | Nice to Know | Connect |
| 5.1 | Provide self and peer feedback | Nice to Know | Respond |
Grade 2
| Std | Skill | Priority | Strand |
|---|---|---|---|
| 1.1 | Identify, read, perform and create quarter note | Must Cover | Rhythm |
| 1.1 | Identify, read, perform and create quarter rest | Must Cover | Rhythm |
| 1.1 | Identify, read, perform and create whole note | Must Cover | Rhythm |
| 1.1 | Identify, read, perform and create whole rest | Must Cover | Rhythm |
| 1.1 | Identify, read, perform and create half note | Must Cover | Rhythm |
| 1.1 | Identify, read, perform and create half note rest | Must Cover | Rhythm |
| 1.1 | Identify, read, perform and create paired 8th notes | Must Cover | Rhythm |
| 1.2 | Read and perform simple solfege — 1 octave | Must Cover | Melody |
| 1.2 | Know lines & spaces of treble staff | Must Know | Melody |
| 1.3 | Identify ascending and descending patterns | Must Cover | Melody |
| 1.3 | Identify meter 3/4, 4/4 | Must Know | Melody |
| 1.4 | Introduce simple musical forms: AB, ABA, Verse, Chorus/refrain | Must Cover | Respond |
| 1.5 | Name instruments and families by sight and sound | Nice to Know | Respond |
| 2.0 | Dynamics: pp, p, mp, mf, f, ff | Must Cover | Respond |
| 2.1 | Sing octave range with accuracy and expression | Must Cover | Perform |
| 2.2 | Perform with proper etiquette | Must Cover | Perform |
| 2.2 | Sing age-appropriate songs from memory | Must Know | Perform |
| 2.2 | Introduce Rounds | Nice to Know | Perform |
| 2.3 | Play rhythmic ostinatos | Must Cover | Rhythm |
| 2.4 | Improvise simple melodic and rhythmic accompaniments | Must Cover | Rhythm |
| 2.4 | Explain personal reasons for improvisation choice | Nice to Know | Create |
| 3.1 | Identify songs and music in daily life and events | Nice to Know | Culture |
| 3.2 | Sing simple songs and games from diverse cultures | Must Cover | Perform |
| 3.3 | Use elements to discuss music with correct terminology including music from diverse cultures | Nice to Know | Culture |
| 4.3 | Discuss how the musical elements communicate moods and ideas | Must Cover | Respond |
| 4.3 | Identify and explain personal preference | Nice to Know | Respond |
| 4.3 | Describe how and why composers use elements to convey ideas | Nice to Know | Create |
| 4.2 | Create appropriate movement to express pitch, tempo, form and dynamics | Must Cover | Melody |
| 4.4 | Respond to a performance using proper audience etiquette | Must Cover | Perform |
| 5.1 | Identify similar themes in stories, songs and other art forms | Nice to Know | Connect |
| 5.1 | Connect writing structure to music — intro, body, conclusion | Nice to Know | Connect |
| 5.2 | Identify and discuss who composes and performs music | Not So Important | Perform |
| NCAS | Self and peer feedback — improve with practice | Must Cover | Create |
| NCAS | Perform music for specific purpose with expression and accuracy | Must Know | Perform |
Grade 3
| Std | Skill | Priority | Strand |
|---|---|---|---|
| 1.1 | Read, identify, perform and create quarter note, quarter rest, whole note, whole rest, half note, half rest, paired 8th notes | Must Cover | Rhythm |
| 1.2 | Read, write and perform solfege on pentatonic scale: Do Re Mi Sol La | Must Cover | Melody |
| 1.3 | Identify aurally the elements: melody, rhythm, harmony, timbre | Must Know | Rhythm |
| 1.4 | Identify by sight and sound the 4 major instrument families: Strings, Perc, Brass, Woodwind | Must Know | Melody |
| 1.4 | Identify by sound male vs. female voice | Nice to Know | Respond |
| 1.5 | Know how sound is produced on instruments | Nice to Know | Respond |
| 1.6 | Identify simple musical forms in performance pieces: AABA, AAB, rounds/canon | Nice to Know | Perform |
| 2.1 | Sing with accuracy and expression from memory | Must Cover | Perform |
| 2.1 | Performance etiquette as performer and audience member | Must Cover | Perform |
| 2.2 | Sing in a round | Nice to Know | Perform |
| 2.2 | Sing partner songs | Nice to Know | Perform |
| 2.2 | Perform ostinato — rhythmic and melodic (classroom instruments) | Must Cover | Rhythm |
| 2.3 | Play accompaniments on classroom instruments | Must Cover | Create |
| 2.3 | Improvise using 2–3 notes | Must Cover | Rhythm |
| 2.3 | Improvise in pentatonic on barred instruments | Must Cover | Create |
| 2.4 | Create question–answer phrases (rhythmic or melodic) | Must Know | Rhythm |
| 3.1 | Identify uses of music in various cultures and time periods | Nice to Know | Culture |
| 3.1 | Improvise rhythmic or melodic ideas with purpose | Must Know | Rhythm |
| 3.1 | Understand music as it relates to history | Nice to Know | Culture |
| 3.2 | Sing and play memorized songs from diverse cultures | Must Cover | Perform |
| 3.4 | Compare and contrast music from different cultures | Not So Important | Culture |
| 4.1 | Critique performance quality with supporting information | Must Cover | Perform |
| 4.2 | Create movement to express pitch, tempo, form and dynamics | Must Cover | Melody |
| 4.3 | Describe how elements of music convey mood | Must Cover | Respond |
| 4.3 | Identify personal preferences and why, using appropriate terminology | Nice to Know | Perform |
| 5.1 | Compare elements of music with other art forms | Must Know | Connect |
| 5.2 | Identify purposes for creating music | Nice to Know | Connect |
| NCAS | Recognize mistakes and make corrections | Must Cover | Respond |
| NCAS | Perform with expression and accuracy | Must Cover | Perform |
| NCAS | Set musical goals | Must Know | Respond |
| NCAS | Provide feedback | Must Know | Respond |
Grade 4
| Std | Skill | Priority | Strand |
|---|---|---|---|
| 1.1 | Identify, read, perform and create: quarter, quarter rest, whole, whole rest, half, half rest, paired 8th, dotted half, single 8th, single 8th rest, dotted quarter, one beat 16th, paired syncopation, ties | Must Cover | Rhythm |
| 1.1 | Introduce key signatures | Must Know | Rhythm |
| 1.1 | Introduce time signatures: 4/4, 6/8 | Must Know | Rhythm |
| 1.1 | Know solfege | Nice to Know | Rhythm |
| 1.2 | Perform major scales | Nice to Know | Melody |
| 1.2 | Identify function of sharp, flat, natural | Nice to Know | Melody |
| 1.2 | Describe music using elements and correct terminology | Must Cover | Melody |
| 1.5 | Exposure to a variety of instruments from diverse cultures | Nice to Know | Culture |
| 1.6 | Recognize form in musical examples: AB, AABB, Rounds, Rondo | Nice to Know | Perform |
| 2.1 | Perform varied repertoire from various cultures | Must Cover | Perform |
| 2.1 | Perform and respond to performances with proper etiquette | Must Cover | Perform |
| 2.2 | Sing/play rounds | Must Know | Perform |
| 2.2 | Sing/play descants | Must Know | Perform |
| 2.2 | Sing/play ostinatos | Must Cover | Perform |
| 2.2 | Sing/play in an ensemble | Must Cover | Perform |
| 2.2 | Sing/play solo | Must Cover | Perform |
| 2.3 | Compose and improvise rhythmic and melodic patterns | Must Cover | Rhythm |
| 3.1 | Understand relationship between music and history | Nice to Know | Culture |
| 3.1 | Explain cultural context of a performance | Nice to Know | Perform |
| 3.2 | Identify music of diverse cultures and time periods | Nice to Know | Culture |
| 3.3 | Sing and play music from diverse cultures and time periods | Must Cover | Perform |
| 3.4 | Compare and contrast musical styles and cultural music | Nice to Know | Culture |
| 3.5 | Recognize influences for Californian music | Nice to Know | Culture |
| 4.1 | Critique musical performances with specific criteria | Must Cover | Perform |
| 4.2 | Describe characteristics that make a performance a work of art | Nice to Know | Perform |
| 4.2 | Demonstrate and explain expressive qualities and intent (context) | Must Know | Rhythm |
| 5.1 | Identify expressive characteristics in art and music | Nice to Know | Connect |
| 5.2 | Integrate multiple art forms into a performance | Must Cover | Perform |
| 5.3 | Relate dance movement to express musical intent | Must Cover | Connect |
| NCAS | Demonstrate and explain music choices for specific events | Must Know | Respond |
| NCAS | Recognize mistakes and how to correct and improve | Must Cover | Create |
| NCAS | Perform music in ensembles or solo with expression and technical ability | Must Cover | Perform |
| NCAS | Provide peer and self feedback | Must Cover | Respond |
Grade 5
| Std | Skill | Priority | Strand |
|---|---|---|---|
| 1.1 | Read, identify, perform and create: quarter, quarter rest, whole, whole rest, half, half rest, paired 8th, dotted half, single 8th, single 8th rest, dotted quarter, 1 beat of 16th notes, syncopation, ties, triplet quarter notes | Must Cover | Rhythm |
| 1.1 | Aurally identify major and minor keys | Nice to Know | Rhythm |
| 1.2 | Know notes of the treble staff | Must Cover | Rhythm |
| 1.2 | Identify, read and play sharps, flats and naturals | Must Know | Melody |
| 1.2 | Read and play major and minor keys | Must Know | Melody |
| 1.4 | Identify and analyze tempo, dynamics, form and articulation in music from different cultures and genres | Must Cover | Culture |
| 1.5 | Know the timbres of various voices in different genres | Nice to Know | Respond |
| 1.6 | Aurally identify form (ABA) | Must Cover | Respond |
| 1.6 | Aurally identify 12-bar blues | Must Know | Respond |
| 1.6 | Aurally identify theme and variations | Nice to Know | Respond |
| 2.1 | Perform rounds, descants, ostinatos, 2-part harmony | Must Cover | Perform |
| 2.1 | Performance etiquette as performer and audience member | Must Cover | Perform |
| 2.2 | Perform music from various cultures | Must Cover | Perform |
| 2.3 | Explain improvised, arranged or composed choices | Must Cover | Create |
| 3.1 | Describe social functions of various music across social contexts and time periods | Must Know | Culture |
| 3.1 | Explain social and historical context of performance | Nice to Know | Perform |
| 3.2 | Sing and play music from diverse cultures and time periods | Must Cover | Perform |
| 3.4 | Describe cultural and historical influences on music | Nice to Know | Culture |
| 3.5 | Describe cultural influence of music from USA | Nice to Know | Culture |
| 4.1 | Identify tempos using academic language | Must Cover | Perform |
| 4.1 | Identify dynamics using academic language | Must Cover | Perform |
| 4.2 | Explain personal preference using musical elements | Must Know | Perform |
| 4.2 | Describe how composers use elements of music to convey ideas | Must Know | Create |
| 4.2 | Explain why music is used for specific events using appropriate terminology | Nice to Know | Perform |
| 4.2 | Explain how performers use elements to reflect expressive intent | Nice to Know | Perform |
| 5.1 | Explain the role of music in social or community events | Nice to Know | Connect |
| 5.2 | Compare and contrast musical professions | Not So Important | Connect |
| NCAS | Evaluate personal performance and show improvements | Must Cover | Perform |
| NCAS | Provide peer and self feedback | Must Cover | Respond |
| NCAS | Perform music with expression, technical accuracy and appropriate interpretation | Must Cover | Perform |
| NCAS | Explain how music is selected for specific contexts | Must Know | Culture |