Are you wondering how to write student learning objectives for Kindergarten music?
It can seem tricky if you don’t know what you’re doing, but these Kindergarten SLO examples in music may help you navigate how to get this done easily.
For more details on SLOs in general, check out our detailed SLO guide.
Note: This SLO format is pulled from my school district’s template. While not exactly the same as every one you’ll find out there, it does contain the same elements I have seen in other districts as well.
If you prefer PDF, click the button to download the 3 examples.
Table of Contents
Kindergarten SLO Example #1: Steady Beat
General Information
| Academic Year: | 2019–2020 |
| Teacher Name: | Mr. V |
| Building / Department: | K-5 Music Teacher |
SLO Components
| Interval of Instruction: Specifies SLO start and stop dates which includes the majority of the course length. | This SLO will cover the entire length of the school year where I see students once per week for 45 minute periods. |
| Type of SLO: Identifies whether the SLO includes the students in an entire course, one class, multiple classes, or simply a targeted group of students from various classes. | I will collect data from two Kindergarten classes (Mrs. Wingert and Mr. Dibble). |
| Student Population: Describes the academic characteristics of the students included in the SLO. In some cases, the Student Population component may include contextual information about students. | Each class has 25 students for 50 students total. 30 are boys and 20 are girls. The approx. free-reduced lunch rate is 65%. 7 students are on IEPs. 1 student has a 1-on-1 paraprofessional. |
| Learning Outcome: A single statement about the big idea on which the SLO is expected to demonstrate student growth. | Students will be able to perform the steady beat on their laps with their eyes closed to recorded music in duple and triple with 80% accuracy. |
| Learning Standards: Lists the essential learning standards connected to the outcome. | From National Core Arts Standards MU:Cr1.1.K With guidance, explore and experience music concepts (such as beat and melodic contour). |
| Instructional Strategies: Describes the work that will be done to support student learning of the intended outcome or “big idea.” | These are just a sampling of activities to be carried out throughout the year. Kinesthetic – S. will move in different ways following the macrobeat (patting, clapping, walking, tapping nose, etc) with recorded music in duple (Pride of the Wolverines) and triple (Ants Go Marching One By One). Aural – S. will hear and respond to steady versus unsteady beats performed by the T. Visual – S. will define steady versus unsteady in picture format using shapes. They will perform songs with steady beat in duple and triple while tapping pictures. Create – S. will create their own motions and perform them with steady beat in duple and triple. S. will draw their own pictures to represent steady beat. |
| Assessment: Identifies the method and frequency of assessment used to determine whether the instructional strategies are working to increase student growth toward the learning outcome. | S. will be assessed based on the MAIEA assessment Moving to the Macrobeat in Duple and Triple. Students will be recorded for later, individual assessment. They will be assessed on a 4 point rubric. 1 = doesn’t respond/unsteady beat 2 = steady beat not aligned with music 3= steady beat aligned with music in either duple or triple 4= steady beat aligned with music in both duple and triple |
| Rationale: Explains how targets are rigorous and reasonable for all students assessed. | This SLO is consistent with the National Core Art Standards and MAEIA. Students will be assessed 3 times during the year: September-October, February, and May. It can be expected that 80% of students will achieve proficiency while all students can make growth. |
Kindergarten SLO Example #2: Head Voice/Matching Pitch
General Information
| Academic Year: | 2019–2020 |
| Teacher Name: | Mr. V |
| Building / Department: | K-5 Music Teacher |
SLO Components
| Interval of Instruction: Specifies SLO start and stop dates which includes the majority of the course length. | This SLO will cover the entire length of the school year where I see students once per week for 45 minute periods. |
| Type of SLO: Identifies whether the SLO includes the students in an entire course, one class, multiple classes, or simply a targeted group of students from various classes. | I will collect data from two Kindergarten classes (Mrs. Wingert and Mr. Dibble). |
| Student Population: Describes the academic characteristics of the students included in the SLO. In some cases, the Student Population component may include contextual information about students. | Each class has 25 students for 50 students total. 30 are boys and 20 are girls. The approx. free-reduced lunch rate is 65%. 7 students are on IEPs. 1 student has a 1-on-1 paraprofessional. |
| Learning Outcome: A single statement about the big idea on which the SLO is expected to demonstrate student growth. | Students will be able to sing with head voice individually following the general contour of the T. with 80% accuracy. |
| Learning Standards: Lists the essential learning standards connected to the outcome. | From National Core Arts Standards MU:Pr4.2.K With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance. |
| Instructional Strategies: Describes the work that will be done to support student learning of the intended outcome or “big idea.” | These are just a sampling of activities to be carried out throughout the year. Kinesthetic – S. will move bodies and hands while echoing teacher reinforce head and “chest” voice as well as contour. Aural – S. will hear and name the type of voice they hear (comparing head and chest). Visual – S. will sing following the pictures to represent head and chest voice (ex. Clouds for head, rock for chest). Create – S. will create their own motions and perform them with head voice. S. will draw their own pictures to represent head voice. |
| Assessment: Identifies the method and frequency of assessment used to determine whether the instructional strategies are working to increase student growth toward the learning outcome. | S. will perform the echo song “Charlie Over The Ocean.” The T. will hold a “microphone” up to one student at a time to hear students sing individually after the T. and assess according to the following rubric. Students will be recorded for later, individual assessment. They will be assessed on a 4 point rubric. 1 = doesn’t respond/chest voice 2 = responds in mostly head voice, not following contour 3= responds in head voice generally following contour 4= responds in head voice matching pitch |
| Rationale: Explains how targets are rigorous and reasonable for all students assessed. | This SLO is consistent with the National Core Art Standards. Students will be assessed 3 times during the year: September-October, February, and May. It can be expected that 80% of students will achieve proficiency while all students can make growth. |
Kindergarten SLO Example #3: Drawing Melodic Contour
General Information
| Academic Year: | 2019–2020 |
| Teacher Name: | Mr. V |
| Building / Department: | K-5 Music Teacher |
SLO Components
| Interval of Instruction: Specifies SLO start and stop dates which includes the majority of the course length. | This SLO will cover the entire length of the school year where I see students once per week for 45 minute periods. |
| Type of SLO: Identifies whether the SLO includes the students in an entire course, one class, multiple classes, or simply a targeted group of students from various classes. | I will collect data from two Kindergarten classes (Mrs. Wingert and Mr. Dibble). |
| Student Population: Describes the academic characteristics of the students included in the SLO. In some cases, the Student Population component may include contextual information about students. | Each class has 25 students for 50 students total. 30 are boys and 20 are girls. The approx. free-reduced lunch rate is 65%. 7 students are on IEPs. 1 student has a 1-on-1 paraprofessional. |
| Learning Outcome: A single statement about the big idea on which the SLO is expected to demonstrate student growth. | Students will be able to draw shapes matching the contour of a melody with 80% accuracy. |
| Learning Standards: Lists the essential learning standards connected to the outcome. | From National Core Arts Standards MU:Re7.2.K With guidance, demonstrate how aspecific music concept (such as beat or melodic direction) is used in music. |
| Instructional Strategies: Describes the work that will be done to support student learning of the intended outcome or “big idea.” | These are just a sampling of activities to be carried out throughout the year. Kinesthetic – S. will move bodies and hands while matching teacher’s performance of melodies on piano, voice, or other instrument to reinforce contour. Aural – S. will hear and describe the directions of the melody. Visual – S. will sing following the pictures to represent contour. (Ex. lines moving up and down and all around) Create – S. will draw their own pictures to represent and melody’s contour. |
| Assessment: Identifies the method and frequency of assessment used to determine whether the instructional strategies are working to increase student growth toward the learning outcome. | S. will draw lines to match the melodic contour of 4 examples performed by the teacher. Each example should be contrasting from the other 3. These drawings will be assessed on the following 4 point rubric. Sample Examples: 1. Ascending diatonic scale 2. Playing pitches G-F-E-D-C-D-E-F-G 3. Descending diatonic scale 4. Playing pitches C-D-E-F-G-F-E-D-C They will be assessed on a 4 point rubric. 1 = doesn’t respond/picture matching nothing from the 4 melodies 2 = pictures match the melody partially or inconsistently across the 4 examples 3= pictures match the melodic contour for some examples exactly but not all of them 4= pictures match the melodic contour of all examples |
| Rationale: Explains how targets are rigorous and reasonable for all students assessed. | This SLO is consistent with the National Core Art Standards. Students will be assessed 3 times during the year: September-October, February, and May. It can be expected that 80% of students will achieve proficiency while all students can make growth. |
Conclusion
I hope you found these Kindergarten music SLO examples helpful. Ultimately, it’s up to your principal to decide what your SLO needs to include, but this should help you get a good start.
It can even help improve student grades.
What are your questions on Kindergarten SLOs? Let us know, and we’ll figure it out together.
