🎷 Jazz Instrument Matching Game 🎺

Georgia Standards of Excellence — Fine Arts / Music

Kindergarten

• ESGMK.RE.1 Listen to, analyze, and describe music.
• ESGMK.RE.1.b Describe music using appropriate vocabulary (e.g. high/low, loud/soft, fast/slow, long/short).
• ESGMK.RE.1.c Identify basic classroom instruments by sight and sound.
• ESGMK.CN.2 Connect music to history and culture.
• ESGMK.CN.2.a Perform and respond to music from various historical periods and cultures.

Grade 1

• ESGM1.RE.1.b Describe music using appropriate vocabulary (e.g. high/low, upward/downward, loud/soft, fast/slow, long/short, same/different).
• ESGM1.RE.1.c Identify classroom and folk instruments by sight and sound.
• ESGM1.CN.2 Connect music to history and culture.

Grade 2

• ESGM2.RE.1.b Describe music using appropriate vocabulary (e.g. upward/downward, forte/piano, presto/largo, long/short), appropriate mood (e.g. happy/sad), and timbre adjectives (e.g. dark/bright, heavy/light).
• ESGM2.RE.1.c Identify classroom, folk, and orchestral instruments by sight and sound.
• ESGM2.CN.2 Connect music to history and culture.
• ESGM2.CN.2.a Perform and respond to music from various historical periods and cultures.

Grade 3

• ESGM3.RE.1.c Identify and classify (e.g. families, ensembles) classroom, orchestral, and American folk instruments by sight and sound.
• ESGM3.CN.2 Connect music to history and culture.
• ESGM3.CN.2.a Perform and respond to music from various historical periods and cultures.

Grade 4

• ESGM4.RE.1.c Identify and classify (e.g. families, ensembles) classroom, orchestral, American folk, and world instruments by sight and sound.
• ESGM4.CN.2 Connect music to history and culture.
• ESGM4.CN.2.a Perform and respond to music from various historical periods and cultures.

Grade 5

• ESGM5.RE.1.c Identify and classify (e.g. families, ensembles) classroom, orchestral, American folk and world instruments by sight and sound.
• ESGM5.CN.2 Connect music to history and culture.
• ESGM5.CN.2.a Perform and respond to music from various historical periods and cultures.

North Carolina Standard Course of Study — Arts Education / Music

Kindergarten

• K.MR.1.5 Classify sound sources as musical or environmental.

Grades 1–2 (Novice VIM)

• N.CN.1 Relate musical ideas and works with personal, societal, cultural, historical, and daily life contexts, including diverse and marginalized groups.
• N.CN.1.1 Explain how music expresses and reflects the values of civilizations around the world.

Grade 2

• 2.MR.1.4 Differentiate various instruments based on how their sounds are produced.
• 2.CR.1.1 Exemplify music representing the heritage, customs, and traditions of various cultures.

Grade 3

• 3.CN.1 Relate musical ideas and works with personal, societal, cultural, historical, and daily life contexts, including diverse and marginalized groups.
• 3.RE.1.3 Identify a variety of instruments and voices by sound, including folk and orchestral instruments.

Grade 4

• 4.CN.1 Relate musical ideas and works with personal, societal, cultural, historical, and daily life contexts, including diverse and marginalized groups.
• 4.CN.1.1 Describe styles and musicians who have influenced, or been influenced by, the customs and traditions of indigenous and other cultural groups in North Carolina.
• 4.RE.1.3 Describe the timbres of a variety of instruments and voices used in diverse types of ensembles.

Grade 5

• 5.CN.1 Relate musical ideas and works with personal, societal, cultural, historical, and daily life contexts, including diverse and marginalized groups.
• 5.CN.1.1 Describe styles and musicians who have influenced, or been influenced by, the customs and traditions of indigenous and other cultural groups in the United States.
• 5.RE.1.3 Analyze the timbres of a variety of instruments and voices within a musical work.

New Jersey Student Learning Standards — Visual & Performing Arts / General Music

By End of Grade 2 (K–2)

• 1.3A.2.Re7b Describe how specific music concepts are used to support a specific purpose in music.

By End of Grade 5 (3–5)

• 1.3A.5.Pr4d Explain how context (e.g., personal, social, cultural, historical) informs performances.
• 1.3A.5.Re7a Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
• 1.3A.5.Re7b Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (i.e., social, cultural, historical).

New York State Learning Standards for the Arts — Music

Grade 1

• MU:Re7.2.1 With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.

Grade 2

• MU:Re7.2.2 Describe and demonstrate how specific music concepts are used to support a specific purpose in music.

Grade 3

• MU:Cn11.1.3 Perform folk music from a variety of cultures and identify the music's role(s) or meaning in its culture of origin.

Michigan Visual Arts, Music, Dance, and Theater Standards — Music

Kindergarten

• ART.M.III.K.4 Introduce music vocabulary emphasizing opposites; i.e. fast and slow, loud and soft.
• ART.M.III.K.5 Categorize the timbre of non-pitched percussion instruments. Identify male, female, and children's voices.

Grade 1

• ART.M.III.1.4 Introduce music vocabulary for the elements of music; i.e. melody, harmony, rhythm, tone color/timbre, form.
• ART.M.III.1.5 Identify the timbre of pitched classroom instruments.

Grade 2

• ART.M.III.2.4 Introduce music vocabulary to describe the qualities of music of various styles.
• ART.M.III.2.5 Identify the timbre of instrument families.

Grade 3

• ART.M.III.3.4 With teacher guidance, use music vocabulary to analyze, describe, and evaluate music of various styles.
• ART.M.III.3.5 Identify the timbre of specific instruments in string, brass, woodwinds, and percussion families.
• ART.M.IV.3.1 Identify and describe distinguishing characteristics of contrasting styles.

Grade 4

• ART.M.III.4.4 In small groups, use music vocabulary to analyze, describe, and evaluate music.
• ART.M.IV.4.1 Describe distinguishing instrumentation of music genres and styles from various cultures.

Grade 5

• ART.M.III.5.4 Use music vocabulary to analyze, describe, and evaluate music.
• ART.M.III.5.5 Identify and describe a variety of sound sources, including orchestral, band, electronic, world instruments, and voices.
• ART.M.IV.5.1 Describe distinguishing characteristics of representative music genres and styles from various historic periods and cultures.
• ART.M.IV.5.2 Describe how elements of music are used in examples from world cultures.
• ART.M.V.5.1 Observe and identify similarities and differences in the meanings of common vocabulary used in the various arts.
• ART.M.V.5.2 Observe and identify cross-curricular connections.