See how each Quaver lesson meets NCCAS Music Standards with our interactive NCCAS Standards Crosswalk.
Select a grade, then click any lesson title to explore the content correlated to each standard!
TWO IMPORTANT TIPS FOR REVIEWING QUAVER LESSONS:
- Remember to always view the NOTES section in the bottom left corner of each Lesson Screen. These notes often contain important information related to fulfilling NCCAS Standards, and are a critical component of our Curriculum.
- Quaver Music operates in an environment that requires popup windows. Simply add QuaverMusic.com as an exception in your browser preferences. For helpful instructions on how to adjust that setting on your browser, go to http://www.QuaverMusic.com/Popup
Quaver Correlation to NCCAS Standards -
Kindergarten | | | | | | | | | | | |
Artistic Processes | Creating | Performing | Responding | Connecting |
Anchor Standards | Cr1 | Cr2 | Cr3 | Pr4 | Pr5 | Pr6 | Re7 | Re8 | Re9 | Cn10 | Cn11 |
Beat | | | | | | | | | | | |
1: Welcome to Music! | Y | | | | | | Y | | | | Y |
2: Beat | Y | | | Y | | | Y | Y | | | Y |
3: Steady Beat | Y | | | | | | Y | Y | | | Y |
Voice | | | | | | | | | | | |
4: Whisper, Talk, Shout, Sing | Y | | | Y | | | Y | | | | Y |
5: Whisper, Talk, Shout, Sing II | Y | | | Y | | | Y | Y | | | Y |
6: My First Performance | Y | | | Y | Y | | Y | | | | Y |
Rhythm | | | | | | | | | | | |
7: Rhythmic Introduction | Y | | | Y | | | Y | | | | Y |
8: Beat or Rhythm | Y | | | Y | | | Y | | | | Y |
9: Sing, Play, & Move to Rhythm | Y | Y | | | | | Y | | | | Y |
Pitch | | | | | | | | | | | |
10: High and Low | Y | | | Y | | | | Y | | | Y |
11: More About High and Low | Y | | | Y | | | | | | | Y |
12: Pitches and Singing | Y | | | | | Y | Y | Y | | | Y |
Melody | | | | | | | | | | | |
13: Up and Down | Y | | | Y | | | | Y | | | Y |
14: Singing Up and Down | Y | Y | | | | Y | Y | | Y | | Y |
15: Sing it! | Y | | | | | Y | Y | | | | Y |
Meter | | | | | | | | | | | |
16: Patterns of 2 | Y | | | Y | | Y | Y | | | | Y |
17: Patterns of 3 | Y | | | | Y | | Y | | | | Y |
18: Patterns of 4 | Y | | | | | | Y | | | | Y |
Instruments | | | | | | | | | | | |
19: Intro to Instrument Families | Y | | | Y | | | Y | | | | Y |
20: Instruments and Music Styles | Y | | | Y | | | | | | | Y |
21: Percussion and Strings | Y | | | Y | | Y | | | | | Y |
Dynamics | | | | | | | | | | | |
22: Dynamics | Y | | | Y | | | | | | | Y |
23: The Land of Lowdnsoff | Y | | | Y | | | Y | | | | Y |
24: Instruments Can Be Loud and Soft | | | | Y | | | Y | Y | | | Y |
Tempo | | | | | | | | | | | |
25: All About Tempo | Y | | | | | | Y | Y | | | Y |
26: Fast or Slow? | Y | Y | | Y | | | Y | Y | Y | | Y |
27: Tempo Changes | | | | Y | | Y | Y | Y | | | Y |
Duration | | | | | | | | | | | |
28: Introduction to Long and Short Sounds | Y | | | Y | | | | Y | | | Y |
29: Playing Long and Short Sounds | Y | | | Y | | | Y | Y | | | Y |
30: Moving to Long and Short Sounds | Y | | | Y | | | | Y | | | Y |
Listening | | | | | | | | | | | |
31: Found Sounds | Y | Y | | | | | | Y | | | Y |
32: Singing, Voices, and Timbres | Y | | | | | | Y | | Y | | Y |
33: Woodwinds and Percussion | Y | | | | | | Y | Y | | | Y |
Year-End Review | | | | | | | | | | | |
34: Keyword and Activity Review | Y | | | Y | | | Y | | | | Y |
35: Year-End Assessment and Favorite Songs Review | Y | | | Y | Y | | | | | | Y |
36: Family Day | | | | | | Y | | | | | Y |
See the NCCAS Standards Correlation in a text-based spreadsheet