STANDARD 1:
Singing, alone and with others, a varied repertoire of music
Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo
• Students sing expressively, with appropriate dynamics, phrasing, and interpretation
• Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures
• Students sing ostinatos, partner songs, and rounds
• Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor

The Nine-Note Recorder Method helps meet standard #1: Most of the songs in this recorder method have lyrics. Students should be encouraged to sing the songs as well as to play them. Approximately one-third of the songs are non-Western with even more folk songs from Western countries. Nine of the songs in this recorder method are rounds with lyrics. Some students may sing while others play the recorder and others play a rhythm instrument.

STANDARD 2:
Performing on instruments, alone and with others, a varied repertoire of music
• Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo
• Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments
• Students perform expressively a varied repertoire of music representing diverse genres and styles
• Students echo short rhythms and melodic patterns
• Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor
• Students perform independent instrumental parts (e.g., simple rhythmic or melodic ostinatos, constrasting rhythmic lines, harmonic progressions, and chords) while other students sing or play contrasting parts

The Nine-Note Recorder Method helps meet standard #2: Soprano recorder is a good choice of instrument for elementary-aged students. The Nine-Note Recorder Method provides a varied repertoire including period music such as early music, Renaissance, Classical, and Romantic, and well as dances. Playing of rhythm instruments is encouraged and occasionally notated. One-third of the songs in this method book are either rounds, duets, or trios.

STANDARD 3:
Improvising melodies, variations, and accompaniments
• Students improvise "answers" in the same style to given rhythmic and melodic phrases
• Students improvise simple rhythmic and melodic ostinato accompaniments
• Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies
• Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds (e.g., voices, instruments), nontraditional sounds available in the classroom (e.g., paper tearing, pencil tapping), body sounds (e.g., hands clapping, fingers snapping), and sounds produced by electronic means (e.g., personal computers and basic MIDI devices, including keyboards, sequencers, synthesizers, and drum machines)

The Nine-Note Recorder Method helps meet standard #3: A few of the songs, particularly the Native American songs, have suggested rhythmic accompaniments. Students should be encouraged to create their own rhythmic accompaniments to other songs. Triangle, finger cymbals, claves, tamborines, and drums were traditionally used in consort playing. Encourage students to try out rhythm instruments with a song played on recorders and make a choice as to what sounds the best with each particular song. Use the rhythmic accompaniments during performances.

STANDARD 4:
Composing and arranging music within specified guidelines
Achievment Standard:
• Students create and arrange music to accompany readings or dramatizations
• Students create and arrange short songs and instrumental pieces within specified guidelines (e.g., a particular style, form, instrumentation, compositional technique)
• Students use a variety of sound sources when composing

The Nine-Note Recorder Method helps meet standard #4: Encourage students to write a harmony or partner song to one of the melody-only songs in this recorder method. Play all of the Native American songs; encourage discussion about the similarities, then ask students to work in pairs to write an original song that imitates Native American songs.

STANDARD 5:
Reading and notating music
• Students read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures
• Students use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys
• Students identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing
• Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher

The Nine-Note Recorder Method helps meet standard #5: This recorder method thoroughly covers the reading standards listed above and also has a section on 6/8 meter. Each meter and rhythm are introduced and reinforced thoroughly with review songs throughout the book. When a new note is introduced, the note name is imbedded in the note for the first few songs. The fold-out fingering chart is a quick reference for a student who has forgotten the name of a note or its fingering. The majority of songs are in a major key but there are several in minor keys. Students are encouraged to hear the differences between major and minor songs. Recorders should not be slurred as it gets very sloppy; therefore, a “did-dle, did-dle” articulation is notated below the lyrics in many songs.

STANDARD 6:
Listening to, analyzing, and describing music
• Students identify simple music forms when presented aurally
• Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures
• Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances
• Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices
• Students respond through purposeful movement (e.g., swaying, skipping, dramatic play) to selected prominent music characteristics or to specific music events (e.g., meter changes, dynamic changes, same/different sections) while listening to music

The Nine-Note Recorder Method helps meet standard #6: Musical form (such as AABB or ABBA) are introduced early in this method. The text sidebar on page 16 explains forms. Thereafter, some songs have the sections labeled. Students should be encouraged to notice the form of other songs which have not be labeled. Some students may dance while others play. Encourage students to invent there own dance to certain songs or to research on the Internet set dances such as Gathering Peascods from Playford's Dancing Master and teaching the dance to the class. Or invite an English-country dancer to teach a dance to the class.

STANDARD 7:
Evaluating music and music performances
Students devise criteria for evaluating performances and compositions Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles

The Nine-Note Recorder Method helps meet standard #7: Have pairs or small groups of students perform a song of their choice for the class. Have listening members of the class comment on what they did well and on one thing that could be improved. The Nine-Note Recorder Method offers a wealth of material for performances. Alternate large group sound with small ensembles during performances.

STANDARD 8:
Understanding relationships between music, the other arts, and disciplines outside the arts
Students identify similarities and differences in the meanings of common terms (e.g., form, line, contrast) used in the various arts
Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., foreign languages: singing songs in various languages; language arts: using the expressive elements of music in interpretive readings; mathematics: mathematical basis of values of notes, rests, and time signatures; science: vibration of strings, drum heads, or air columns generating sounds used in music; geography: songs associated with various countries or regions)

The Nine-Note Recorder Method helps meet standard #8: Several songs included in this method have lyrics in a variety of other languages. Small numerals by the notes help students with rhythm and counting. Students are encouraged to find countries on the globe before they play a song from that area.

STANDARD 9:
Understanding music in relation to history and culture
• Students identify by genre or style aural examples of music from various historical periods and cultures
• Students describe in simple terms how elements of music are used in music examples from various cultures of the world
• Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use
• Students identify and describe roles of musicians (e.g., orchestra conductor, folksinger, church organist) in various music settings and cultures
• Students demonstrate audience behavior appropriate for the context and style of music performed

The Nine-Note Recorder Method helps meet standard #9: The Nine-Note Recorder Method provides a varied repertoire including period music such as early music, Renaissance, Classical, and Romantic. Folk songs from many countries and cultures are included. Students are encouraged to find countries on the globe before they play a song from that area. Students are given some historical context for composers and/or songs. For example, on page 26, “Since First I Saw Your Face” has this additional information: “Thomas Ford published a music book in 1607 that included this song. That was the same year that Jamestown, Virginia was settled.