In Grades K-2, the Musical Literacy Strand incorporates all aspects of music that lead to development of literacy, that is, the ability to read, write, interpret, create, and perform music. Musical literacy includes the ability to sing and play instruments, to read and notate music, and to improvise, compose, and arrange music.

Students apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. At the early elementary level, students should be able to match two- to three-pitch melodies and imitate what the teacher sings or plays. Students will understand changes in music, such as soft-loud, high-low, fast-slow and are able to apply changes in music to the elements of dynamics, tempo, melody, and form.

Students will also interpret the sound and symbol systems of music. At the early elementary level, students interpret rhythm patterns using standard notation for half and quarter notes, half and quarter rests, and beamed eighth notes. For example, students may read 4-beat rhythm patterns from iconic or standard notation and perform through clapping or playing unpitched percussion instruments such as drums, sticks, etc. Students will use the voice and/or a melodic instrument (melody bells, glockenspiel, etc.) to interpret three-pitch songs from traditional notation. Students move from simple identification of quarter notes and quarter rest durations when they are clapped, chanted, or played on unpitched instruments by the teacher to using iconic notation (popsicle sticks, pictures, symbols, etc.) and traditional music notation to notate simple rhythmic patterns using half and quarter notes, half and quarter rests, and beamed eighth notes.

Students also focus on the creation of music using a variety of sound and notational sources. At the early elementary level, students improvise to create simple rhythmic and melodic variations on a known tune such as, “Twinkle, Twinkle, Little Star.” Students select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations.

The K-2 music program is designed to encourage children's natural enthusiasm for music. For many children, this is their first experience with any type of structured music class. Through singing, playing instruments, creating, moving, guided listening, and other experiential involvement, young children discover and develop their musical abilities. Many young children are creatively uninhibited, and tend to be eager to perform their accomplishments in front of a willing audience. The creative process motivates students to share, analyze, and evaluate their own work and the work of others.

The 3-4 music program is designed to reinforce the experiential learning of the primary grades and to create a foundation for additional music study as children progress to middle school. Performing, composing, improvising, and listening are supported by discussion and reflection to enhance musical understanding. In addition to participating in general music class, students may have the opportunity to begin band, orchestral, choral, or other specialized music studies.

Presentation of work is a natural outcome in the study of music. Students will have opportunities to demonstrate their work in many venues at the elementary school level; however, the final product should not be the primary emphasis in the music class. Performances are simply a culmination of the process of studying and/or creating music. Presentations may take place through informal or formal sharing within the classroom for individuals, small groups, the entire class, or for various other audiences. The learning experience is the focus of these presentations, even though a final product may be produced.