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"I can"... statements

I Can Statements

 

3rd Grade

4th Grade

5th Grade

 

 

I can enjoy music.

 

I can enjoy music.

I can enjoy music.

1

 

I can learn about the Safety Drills.

I can learn class procedures and expectations.

 

I can learn about the Safety Drills.

I can learn class procedures and expectations.

 

I can learn about the Safety Drills.

I can learn class procedures and expectations.

2

 

I can experience ceremonial, recreational, and artistic expression music.
I can identify music from my culture.

I can learn how music is connected to all parts of our life.

I can write a critique of a song.

 

I can describe the purposes of music.

I can identify music from Appalachian culture and describe how culture is reflective in the music.

I can learn how music is connected to all parts of our life.

I can write a critique of a song.

I can describe the purpose of music.

I can identify music from Colonial American Period and describe how culture is reflective in the music.

I can learn how music is connected to all parts of our life.

I can write a critique of a song.

3

 

I can experience ceremonial, recreational, and artistic expression music.

I can identify music from my culture.

I can learn how music is connected to all parts of our life.

I can describe and compare styles of music (game songs, lullabies, work songs, spirituals, folksongs, bluegrass, and patriotic songs).

 

I can describe the purposes of music.

I can identify music from Appalachian culture and describe how culture is reflective in the music.

I can learn how music is connected to all parts of our life.

I can describe and compare styles of music (game songs, lullabies, work songs, spirituals, folksongs, bluegrass, and patriotic songs).

I can describe the purpose of music.

I can identify music from Colonial American Period and describe how culture is reflective in the music.

I can learn how music is connected to all parts of our life.

I can describe and compare styles of music (game songs, lullabies, work songs, spirituals, folksongs, bluegrass, and patriotic songs).

4

I can recognize beat.

I can use the elements of music to perform, evaluate, revise and perform in a musical.

 

I can identify and explain tempo (steady beat, slower or faster).

I can identify rhythm [time signature, bar lines, rhythmic durations (notes and rest), and measure].

 

5

I can recognize tempo.

 

 

I can use the elements of music to perform, evaluate, revise and perform in a musical.

 

I can identify rhythm [time signature, bar lines, rhythmic durations (notes and rest), and measure].

6

I can recognize rhythm (notes c to f and duration).

 

I can use the elements of music to perform, evaluate, revise and perform in a musical.

 

I can identify and explain melody (shape direction, treble clef sign, pitch notation form middle C to F, high vs. low notes, and pitches).

 

7

I can recognize rhythm (notes c to f and duration).

 

I can use the elements of music to perform, evaluate, revise and perform in a musical.

 

I can identify and explain melody (shape direction, treble clef sign, pitch notation form middle C to F, high vs. low notes, and pitches).

 

8

I can experience ceremonial, reactional, and artistic music.

I can identify works from Native American culture.

I can describe and compare styles of music (game songs, lullabies, work songs, spirituals, folksongs, bluegrass, and patriotic songs).

I can describe the purposes of music.

I can identify music from Native American culture and describe how culture is reflective in the music.

I can describe and compare styles of music (game songs, lullabies, work songs, spirituals, folksongs, bluegrass, and patriotic songs).

 

I can describe the purpose of music.

I can identify music from Native American culture and describe how culture is reflective in the music.

I can describe and compare styles of songs; game songs, lullabies, patriotic song, spirituals, folk songs, and bluegrass.

 

9

 

I can experience ceremonial, reactional, and artistic music.

I can identify works from Native American culture.

I can describe and compare styles of music (game songs, lullabies, work songs, spirituals, folksongs, bluegrass, and patriotic songs).

 

I can describe the purposes of music.

I can identify music from Native American culture and describe how culture is reflective in the music.

I can describe and compare styles of music (game songs, lullabies, work songs, spirituals, folksongs, bluegrass, and patriotic songs).

I can describe the purpose of music.

I can identify music from Native American culture and describe how culture is reflective in the music.

I can describe and compare styles of songs; game songs, lullabies, patriotic song, spirituals, folk songs, and bluegrass.

10

 

I can experience ceremonial, recreational, and artistic expression music.
I can identify music from the Spanish culture.

 

I can experience ceremonial, recreational, and artistic expression music.
I can identify music from the Spanish culture.

I can experience ceremonial, recreational, and artistic expression music.
I can identify music from the Spanish culture.

11

 

I can identify styles of music.

(Spiritual, Game Songs, Folk Songs, Work Songs, Lullabies, Patriotic, Bluegrass, etc.)

 

I can describe styles of music.

(Spiritual, Game Songs, Folk Songs, Work Songs, Lullabies, Patriotic, Bluegrass, etc.)

I can use the elements of music to perform, evaluate, revise and perform in the Veterans Day performance.

12

I can recognize melody.

 

I can identify tempo (steady beat, slower or faster).

 

 

I can use the elements of music to perform, evaluate, revise and perform in the Veterans Day performance.

 

13

I can recognize melody.

 

I can identify rhythm [time signature, bar lines, rhythmic durations (notes and rest), and measure].

 

I can use the elements of music to perform, evaluate, revise and perform in the Veterans Day performance.

 

14

I can use the elements of music to perform simple songs for the Christmas Play.

I can identify melody (shape direction, treble clef sign, pitch notation form middle C to F, high vs. low notes, and pitches).

 

I can identify and explain form (call and response, two-part, three part, round, verse/chorus, and repeat sign).

I can explain the context of a song.

 

15

I can use the elements of music to perform simple songs for the Christmas Play.

I can identify melody (shape direction, treble clef sign, pitch notation form middle C to F, high vs. low notes, and pitches).

 

I can identify and explain dynamics (p, mp, mf, and f).

I can identify timbre [tone color, instrument families, human voice (high voices and low voices)].

 

16

I can use the elements of music to perform simple songs for the Christmas Play.

I can use the elements of music to perform simple songs for the Christmas season.

I can make props for the Christmas Play.

 

I can use the elements of music to perform simple songs for the Christmas season.

I can make props for the Christmas Play.

 

17

I can use the elements of music to perform simple songs for the Christmas Play.

 

I can use the elements of music to perform simple songs for the Christmas season.

I can make props for the Christmas Play.

 

I can use the elements of music to perform simple songs for the Christmas season.

I can make props for the Christmas Play.

18

I can evaluate my performance in the Christmas Play.

 

I can evaluate my performance as well as the performance of others.

I can write a critique of a song.

 

I can evaluate my performance as well as the performance of others.

I can write a critique of a song.

 

19

I can create and record my music.
I can sing and play alone and with others a variety of music.

I can create and record my music.
I can sing and play alone and with others a variety of music.

 

I can create and record my music.
I can sing and play alone and with others a variety of music.

 

20

I can create and record my music.
I can sing and play alone and with others a variety of music.

I can create and record my music.
I can sing and play alone and with others a variety of music.

 

I can create and record my music.
I can sing and play alone and with others a variety of music.

 

21

I can experience ceremonial, reactional, and artistic music.

I can identify works from West African culture.

I can describe and compare styles of music (game songs, lullabies, work songs, spirituals, folksongs, bluegrass, and patriotic songs).

I can identify music from West Africa culture and describe how culture is reflective in the music.

I can describe the purposes of music.

I can describe and compare styles of music (game songs, lullabies, work songs, spirituals, folksongs, bluegrass, and patriotic songs).

 

I can identify music from West Africa culture and describe how culture is reflective in the artworks.

I can describe the purpose of music.

I can describe and compare styles of songs; game songs, lullabies, patriotic song, spirituals, folk songs, and bluegrass.

 

22

I can experience ceremonial, reactional, and artistic music.

I can identify works from West African culture.

I can describe and compare styles of music (game songs, lullabies, work songs, spirituals, folksongs, bluegrass, and patriotic songs).

I can identify music from West Africa culture and describe how culture is reflective in the music.

I can describe the purposes of music.

I can describe and compare styles of music (game songs, lullabies, work songs, spirituals, folksongs, bluegrass, and patriotic songs).

 

I can identify music from West Africa culture and describe how culture is reflective in the artworks.

I can describe the purpose of music.

I can describe and compare styles of songs; game songs, lullabies, patriotic song, spirituals, folk songs, and bluegrass.

 

23

I can create a three-dimensional, functional artwork using clay.

I can create a three-dimensional, functional artwork using clay.

 

I can create a three-dimensional, functional artwork using clay.

 

24

I can create a three-dimensional, functional artwork using clay.

I can create a three-dimensional, functional artwork using clay.

 

I can create a three-dimensional, functional artwork using clay.

 

25

I can write songs on Quaver.com.

I can write songs using Quaver.com.

 

I can write songs on Quaver.com.

 

26

I can present my songs from Quaver.com.

I can present my songs from Quaver.com.

 

I can use the elements of music to perform, evaluate, revise and perform things I have learned in music.

 

27

I can create a song and perform it before others.

I can create a song and perform it before others.

 

I can use the elements of music to perform, evaluate, revise and perform things I have learned in music.

 

28

I can create a song and perform it before others.

I can create a song and perform it before others.

 

I can use the elements of music to perform, evaluate, revise and perform things I have learned in music.

 

29

I can learn about the different careers in the music field.

I can learn about the different careers in the music field.

 

I can learn about the different careers in the music field.

 

30

I can explore different eras of music.

I can explore different eras of music.

 

I can explore different eras of music.

 

31

I can recognize form.

I can explain the context of a song.

 

I can identify and explain form (call and response, two-part, three part, round, verse/chorus, and repeat sign).

I can explain the context of a song.

 

I can explore different eras of music.

I can explain the context of a song.

32

I can recognize dynamics (forte and piano).

I can identify and explain dynamics (p, mp, mf, and f).

 

I can explore different eras of music.

I can explain the context of a song.

 

33

I can recognize timbre (the tone color and instrument families) of an instrument.

 

I can identify timbre [tone color, instrument families, human voice (high voices and low voices)].

 

I can present my songs from Quaver.com.

34

I can connect music to other areas of content.

 

I can connect music to other areas of content.

 

I can connect music to other areas of content.

35

I can do well on the KPREP test.

I can do well on the KPREP test.

 

I can do well on the KPREP test.

 

36

I can sing alone and with others a variety of music.

I can sing alone and with others a variety of music.

 

I can sing alone and with others a variety of music.